POULTRY  LABORATORY 
MANUAL  AND  NOTE  BOOK 

HARRY  R.LEWIS 


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CAROLINA 

[CUL'J^URB  &  ENQfNEERSJG 

fONAL  EDUCATION 


NORTH  CAROLINA  STATE  UNIVERSITY  LIBRARIES 


S01 949434  Y 


1744S 


PRACTICAL 
POULTRY  BOOKS 

By  harry  R.  LEWIS,  B.S.,  M.Agr. 


PRODUCTIVE 
POULTRY  HUSBANDRY 

Sccotid  Revised  Edition.     329  Illustrations.     $2.00  net. 


Prof.  J.  E.  Dougherty,  University  Cniifornia: 
"  We  are  now  using  '  Productive  Poultry  Hus- 
bandry '  by  Lewis  as  our  regular  poultry  text-book 
and  have  had  the  pleasure  of  recommending  it  widely. 
We  consider  it  one  of  the  best  poultry  treatises 
for  instructional  work   that  has    been  published." 


POITLTRY  KEEPING 


An   Elementary   Trf-vtise  Dealing    With  the    Successful 
Management  of  Poultry. 

ISl  llluKtrations.     90  Laboratory  Exercises.     $1.00  net. 


R.  E.  Emberson,  Professsor  Rural  Education, 
University  of  Missouri:  "I  wish  it  could  be  put 
in  the  library  of  every  rural  school  in  the  state." 


POULTRY  LABORATORY 
MANUAL  AND  NOTE  BOOK 


PREPARED  BY 

HARRY  R.  LEWIS,  B.S.,  M.Agr. 

PROFESSOR  OP  POULTRY  HOSBANDRY,   NEW  JERSEY  STATE  COLLEGE  OF  AGRICULTURE    (rUTGERs)  ; 
POULTRY  HUSBANDMAN,  NEW  JERSEY  STATE  AGRICULTURAL  EXPERIMENT  STATION 


PHILADELPHIA  AND  LONDON 
J.   B.   LIPPINCOTT    COMPANY 


Copyright,  1918 
Bt  J.  B.  LipPiNCOTT  Company 


Electrotyped  and  Printed  by  J.  B.  Lippincolt  Company 
The   Washington  Square  Press,   Philadelphia,   U.  S.  A. 


PREFACE 

This  poultry  laboratory  manual  has  been  planned  for  use  wherever 
poultry  husbandry  is  taught,  whether  high  school  or  college.  The  sequence 
and  distribution  of  exercises  are  especially  planned  to  accompany  the  text- 
book, "Productive  Poultry  Husbandry,"  published  by  the  J.  B.  Lippincott 
Company.  Where  more  than  forty-four  laboratory  periods  are  available, 
a  number  of  the  exercises  are  so  planned  that  they  can  be  extended  over  a 
greater  length  of  time.  On  the  other  hand,  where  a  fewer  number  of  labora- 
tory periods  are  available  certain  of  the  exercises  can  be  omitted  or  grouped 
with  adjoining  ones.  The  exercises  have  been  planned  to  occupy  laboratory 
periods  having  two  or  more  hours  to  the  period. 

The  equipment  necessary  to  properly  perform  the  exercises  outlined  is 
such  as  would  be  required  on  any  well-managed  poultry  farm.  Every  effort 
has  been  made  to  keep  the  exercises  as  practical  as  possible.  These  exercises 
have  all  been  used  by  the  writer  hi  connection  with  teaching  work  at  the 
New  Jersey  State  Agricultural  College.  It  is  believed  that  more  attention 
and  system  to  the  laboratory  method  of  instruction  will  greatly  increase  the 
fund  of  information  which  the  student  secures  from  the  study  of  the  text. 

Although  the  exercises  are  arranged  to  correspond  with  the  text-book 
above-mentioned,  it  is  not  necessary  to  follow  this  order.  The  instructor 
should  frequently  glance  over  the  table  of  contents  and  select  those  exercises 
best  suited  to  the  season  and  to  the  material  available  at  the  time.  For 
example,  when  disease  occurs  in  a  flock,  the  study  of  diseases  should  be 
assigned.  The  alert  instructor  will  constantly  watch  for  the  most  suitable 
time  for  each  exercise. 

Some  of  the  best  practice  for  students  is  acquired  by  daily  care  of  stock, 
both  young  and  mature.  They  should  have  the  responsibihty  and  practice 
of  caring  for  incubators,  hatchuig  hens,  brooder  chicks,  laying  stock,  etc. 
This  should  include  cleaning,  feeding,  housing,  yarding,  record-keeping,  etc. 


PREFACE 

Such  valuable  practice  may,  in  many  cases,  be  furnished  at  the  school  under 
the  direct  supervision  of  the  instructor.  Poultry  projects  carried  on  by  stu- 
dents at  home  will  give  more  responsibility^  and  if  they  are  well  planned  and 
directed,  they  will  furnish  excellent  practice.  The  instructor  should  supervise 
home  projects  from  time  to  time. 

Following  each  exercise,  blank  spaces  are  left,  in  order  that  this  book 
may  be  used  in  part  as  a  note  book,  and  the  majority  of  answers  and  important 
notations  can  be  made  directly  in  the  book  while  the  laboratory  work  is  in 
progress.  Each  student  using  this  manual  should  be  provided  -^dth  a  loose- 
leaf  note  book  of  about  the  same  size,  in  which  to  make  all  rough  notes, 
dimensions  and  miscellaneous  facts,  and  in  which  to  make  all  mathematical 
calculations.  Such  book  should  be  carefull}'  preserved  for  future  reference, 
or  another  plan  would  be  to  later  attach  the  pages  to  this  manual  adjacent 
to  their  respective  exercises.    All  final  deductions  and  required  facts  should 

be  placed  neatlv  in  this  manual  as  provided. 

HARRY  R.  LEWIS. 
New  Brunswick,  N.  J. 

March,  1918 


CONTENTS 

exercise  page 

1.  Geographical  Distribution  of  America's  Poultry  Industry 11 

2.  Locating  and  Planning  the  Poultry  Farm  Lay-out 14 

3.  Distributing  the  Poultryman's  Capital 17 

4.  Fowl  Nomenclature 20 

5.  Factors  Determining  the  Classification  of  Fowls 25 

6.  Selecting  the  Foundation  Stock 28 

7.  Types  of  Poultry  House  Construction 31 

8.  Materials  and  Methods  of  Poultry  House  Construction 34 

9.  Laying  out  and  Leveling  the  Poultry  House  Foundation 37 

10.  A  Study  of  Poultry  House  Fixtures 40 

11.  A  Study  of  Poultry  Yards  and  Fences 43 

12.  Identification  of  Feed  Stuffs 46 

13.  Determination  of  Quality  in  Ready-mixed  Rations 49 

14.  Efficiency  of  Standard  Laying  Rations 53 

15.  Graphic  Representation  of  Modes  of  Inheritance 57 

16.  Selection  of  Breeding  Cockerels 61 

17.  The  Care  of  the  Laying  Pen 64 

18.  Sanitation  in  the  Poultry  House 67 

19.  Anatomical  Study  op  the  Fowl 70 

20.  The  Reproductive  System  of  the  Hen 74 

21.  The  Development  of  a  Chick  Embryo 78 

22.  The  Selection  and  Care  op  Hens  for  Hatching 81 

23.  The  Incubator — Location,  Construction,  and  Operation 84 

24.  The  Brooder — Location,  Construction,  and  Operation 87 

25.  A  Visit  to  Young  Stock  Ranges 90 

26.  Market  Types  of  Live  Poultry 92 

27.  The  Operation  of  Caponizing 95 

28.  Preparing  Dressed  Poultry  for  Market 98 

29.  Preparing  Dressed  Poultry  for  Market  (Continued) 100 

30.  Dressing  and  Trussing  Market  Poultry 102 

31.  Grading  and  Packing  Market  Poultry 104 


CONTENTS 

32.  Candling  and  Grading  Market  Eggs 106 

33.  The  Home  Preservation  of  Eggs  in  Water  Glass 109 

34.  Systematic  Advertising 112 

35.  Planning  Simple  Poultry  Records 116 

36.  Planning  Simple  Poultry  Farm  Accounts 118 

37.  Preparing  Poultry  for  Exhibition 123 

38.  Judging  Standard-bred  Poultry  by  the  Score  Card 126 

39.  Judging  Poultry  by  Comparison 127 

40.  Poultry  Disease  Diagnosis 130 

41.  Home  Preparation  and  Study  of  Poultry  Medicines 134 

42.  Trip  to  a  Successful  Poultry  Farm " 137 

43.  Trip  to  Wholesale  and  Retail  Poultry  and  Egg  Markets 140 

44.  Trip  to  a  Standard-bred  Poultry  Show 143 


LABORATORY  INSTRUCTIONS 

1.  Since  the  exercises  are  outlined  to  occupy  a  definite  period  of  time 
and  since  the  laboratory  periods  are  distinctly  designated,  it  is  important 
that  the  student  be  in  his  place  ready  to  carry  on  the  work  at  the  ap- 
pointed time. 

2.  Every  student  will  be  held  responsible  for  umiecessary  breakage  or 
loss  of  apparatus. 

3.  A  schedule  will  be  found  posted  in  the  laboratory  stating  the  groups 
of  students  who  will  perform  certain  exercises  during  each  period  when  a 
division  of  the  class  is  desirable,  especially  on  account  of  a  large  amount  of 
work  to  be  accomplished. 

4.  Exercises  which  are  continuous,  over  a  number  of  periods,  should  be 
distinctly  labeled  and  care  taken  that  apparatus  is  not  disturbed  between 
periods.  Many  exercises  such  as  chore  work,  incubation,  brooding,  etc., 
require  some  daily  attention.  This  must  be  given  as  required  and  credit  for 
time  so  spent  should  be  given. 

5.  The  results  of  all  exercises  and  experiments  must  be  written  up 
promptly  after  each  laboratory  period. 

6.  Read  over  each  exercise  carefully  before  beginning  the  work  and  be 
sure  that  the  text  is  thoroughly  familiar.  Failure  to  appreciate  the  object 
and  mode  of  procedure  is  very  apt  to  mean  failure  in  the  work. 

7.  All  answers  to  questions  and  all  notations  should  be  made  clear,  neat 
and  concise.  The  report  of  each  exercise  should  be  written  up  by  itself  and 
the  conclusions  neatly  and  carefully  arranged. 

8.  All  exercises  should  be  carried  on  as  outlined,  as  quietly  as  is  possible, 
with  accuracy,  and  with  a  complete  understanding  of  the  work.  When  the 
work  is  complete  each  student  or  group  of  students  is  responsible  for  the 
cleaning  and  replacing  of  all  apparatus  used. 

9.  Access  to  poultry  texts,  which  can  be  used  as  reference  work  in  con- 
nection with  these  laboratory  exercises,  will  be  found  very  useful.  Such  a 
reference  list  follows: 


nOFERTY  UBRARY 

N.  C.  Statt  College 


LABORATORY  INSTRUCTIONS 

Productive  Poultry  Husbandry,  Lewis  Progressive  Poultry  Culture,  Brigham 

Poultry  Husbandry,  Brown  American  Poultry  Culture,  Sando 

Poultry  Breeding  and  Management,  Dryden  Poultry  Breeding,  Purvis 

Principles  and  Practices  of  Poultry  Culture,  Practical  Poultry  Keeper,  Wright 

Robinson  Profitable  Poultry  Production,  Kains 

Poultry  Production,  Lippincott  Poultry  Keeping,  Lewis 

Poultrj'  Culture,  Sanitation  and  Hygiene,  Our  Domestic  Birds,  Robinson 

Kaupp  American  Standard  of  Perfection,  American 
Diseases  of  Poultry,  Pearl  Poultry  Association 

Farm  Poultry,  Watson 


10 


Grade 

Date 

EXERCISE  1 

GEOGRAPHICAL  DISTRIBUTION  OF  AMERICA'S  POULTRY 
INDUSTRY 

Object. — To  study  the  distribution  and  centers  of  production  of  poultry- 
products  in  the  United  States  and  in  certain  individual  states. 

Equipment. — Assorted  colored  crayons,  or  red,  blue  and  black  ink;  a 
large  atlas  of  the  United  States  and  of  the  individual  states  that  are  being 
studied;  complete  drafting  equipment. 

Procedure. — After  fastening  accompanying  maps  firmly  and  properly 
to  drawing  board,  proceed  as  follows: 

Step  1. — Locate  with  special  colored  crayon  or  ink  the  large  cities  and 
intensive  centers  of  population  which  are  naturally  the  heavy-consuming 
centers. 

Ste-p  2. — Locate  on  the  map  of  the  United  States  the  specialized  centers 
of  production  discussed  .in  Productive  Poultry  Husbandry  on  page  10,  also 
locate  any  other  districts  which  are  of  enough  significance  to  claim  distinction. 
Different  colors  should  be  used  to  designate  special  egg-  and  meat-producing 
centers,  also  special  marks  to  designate  intensive  and  extensive  practices. 

Ste-p  3. — Locate  in  the  same  manner,  as  above,  all  places  of  importance 
relating  to  the  poultry  industry  in  the  individual  state  being  studied. 

Step  4. — Locate  in  a  distinctive  manner  all  large  shipping  points  of 
poultry  products  and  all  important  wholesale  receiving  centers. 

Step  5. — Locate  by  lines  the  leading  transportation  routes  over  which 
these  poultry  products  must  travel  to  reach  the  consumer. 

Leading  Questions. — L  Name  the  three  greatest  egg  and  poultry  con- 
suming centers  in  the  United  States. 

2.  Name  the  states  which  produce  the  great  bulk  of  America's  eggs,  in 
the  order  of  their  importance. 

3.  Enumerate  and  give  locations  and  characteristics  of  three  intensive 
egg-producing  centers  in  the  United  States. 

4.  Locate  and  describe  three  distinctive  meat-producing  sections  in  the 
United  States. 

11 


Exercise  1     (Continued) 

5.  What  is  the  relation  of  the  transportation  problem  and  the  quality 
of  eggs  to  intensive  vs.  extensive  production? 

6.  WTiat  do  you  consider  the  factors  responsible  for  the  prevailing  dis- 
tribution and  location  of  producing  centers? 

7.  "V\Tiat  do  you  consider  the  trend  of  future  development:  a  greater 
intensification  near  the  point  of  consumption  or  the  reverse?    Why? 

8.  WTiat  section  of  the  United  States  would  you  personally  prefer  in 
which  to  locate  for  the  development  of  a  commercial  poultry  farm?  Give 
reasons. 


12 


Exercise  1     (Continued) 


13 


Grade. 
Date.  . 


EXERCISE  2 
LOCATION  AND  PLANNING  THE  POULTRY  FARM  LAY-OUT 

Object. — To  study  the  actual  problems  incidental  to  selecting  the  loca- 
tion for  a  poultry  farm  and  the  laying  out  of  the  plant. 

Equipment. — Sharpened  stakes  about  two  feet  long,  leveling  instrument, 
compass,  a  100-foot  tape  and  a  field  note  book;  drafting  equipment  for  plotting 
the  result  of  the  survey. 

Procedure. — Take  a  field  trip  in  company  with  instructor,  studying  land 
contours,  drainage,  soil  conditions,  vegetation,  etc. 

Step  1. — While  on  field  trip,  select  an  area  of  about  five  to  ten  acres 
which  would  make  a  suitable  poultry  plant. 

Step  2. — Locate  the  boimdaries  of  the  specially  selected  area  and  drive 
comer  stakes. 

Step  3. — Run  contour  lines  with  level  and  tape  to  determine  general 
slope  of  land.  Let  the  zero  (0)  pomt  be  some  low  spot,  such  as  a  pond  or 
brook,  and  from  this  point  lay  out  approximate  contour  lines  for  every  five 
feet  of  elevation.  If  the  area  is  very  level  these  lines  can  be  laid  out  for  each 
foot  of  elevation. 

Step  4. — Make  a  contour  map  or  plan  of  the  area  selected  on  this  accom- 
panymg  sheet,  using  the  elevation  figures  secured  in  step  3. 

Step  5. — Lay  out  on  this  map,  the  areas  which  should  be  used  for  the 
follow^ing  parts  of  the  poultry  plant:  larger  head-quarters  buildings  such  as 
feed  houses,  incubator  and  brooder  houses,  laying  houses  and  yards,  ranges 
for  growing  stock,  and  crops. 

If  time  permits,  the  exact  location  of  the  houses  and  their  size  can  be 
determined  and  plotted.  If  only  one  period  is  available,  steps  4  and  5  can  be 
omitted. 

Leading  Questions. — 1.  What  factors  led  to  the  selection  of  this  particu- 
lar site  chosen? 

2.  What  is  the  size  and  shape  of  the  area  selected  for  the  development  of 

the  plant? 
14 


Exercise  2     (Continued) 

3.  Is  the  site  furnished  with  a  natural  water  supply,  if  so,  how  would 
you  make  use  of  it  m  watering  the  flocks? 

4.  What  method  was  used  in  locating  elevations? 

5.  What  point  was  taken  as  0,  and  what  extreme  elevations  both  plus 
and  minus  were  encountered? 

6.  What  per  cent  of  the  total  area  was  allotted  to  head-quarters  build- 
ings; to  laying  houses;  to  ranges;  and  to  crops? 

7.  What  is  the  capacity  and  cost  of  establishing  the  plant  as  planned? 

8.  In  your  opinion,  what  are  the  advantages  and  disadvantages  of  this 
location? 


15 


Exercise  2     (Continued) 


16 


Grade. 
Date.  . 


EXERCISE  3 
DISTRIBUTING  THE  POULTRYMAN'S  CAPITAL 

Object.— To  determine  the  proper  distribution  of  capital  for  the  success- 
ful management  of  a  poultry  farm. 

Equipment. — Complete  inventories  of,  at  least,  five  successful  poultry 
farms  of  different  sizes.  These  inventories  can  be  secured  by  correspondence, 
by  personal  visit,  or,  if  necessary,  from  previously  published  data  of  a  similar 
nature. 

Procedure. — Step  1. — Divide  the  capital,  as  shown  by  these  inventories, 
into  the  following  classification: 

A.  Fixed  or  invested  capital. 

1.  Land. 

2.  Buildings. 

3.  Equipment. 

4.  Producing  stock. 

B.  Circulating  and  working  capital. 

1.  Feed. 

2.  Seed  and  fertilizers. 

3.  Supplies. 

4.  Young  stock  grown  for  sale. 

5.  Money  required  to  pay  labor  and  carry  on  the  business. 
Step  2.— Find  average  distribution  of  capital  on  all  plants  studied. 
St-ep  3.— Express  these  averages  as  percentage  of  total  capital  invested 

in  different  branches,  as  land,  buildings,  equipment,  stock,  feed,  labor,  etc. 
Step  4.— Determine  differences,  if  any,  in  per  cent  of  distribution  of 

capital  on  large  or  small  farms,  on  utility  or  exhibition  farms. 

Leading  Questions. — 1.  How  many  inventories  were  you  able  to  secure 

to  use  in  this  study?    Is  this  number  sufficient  to  get  accurate  averages? 


Exercise  3     (Continued) 

Fixed  Capital  * 


Farm  Number                            1 

2                             3 

4 

.5 

Land 

Buildings 

Equipment 

Adult  stock 

Total 

1 

CiratMing  Capital 

Seed,  fertilizer i 

Supplies 

J 

Young  stock 

Cash  in  bank 

i 

Total 

i 

Combined  Total  ... 

.1 

*  In  these  tables  use  values  only. 

2.  What  did  you  find  to  be  the  average  cost  of  land  per  acre? 

3.  What  is  the  average  size  of  farms  in  acres? 

4.  What  per  cent  of  total  capital  was  invested  in  fixed  capital  and  what 
per  cent  was  invested  in  working  capital? 

5.  What  per  cent  of  fixed  capital  was  invested  in  land,  buildings,  equip- 
ment and  stock?    Consider  each  item  separately. 

6.  What  per  cent  of  circulating  capital  was  invested  in  labor,  feed  and 
miscellaneous  expenses?    Consider  each  item  separately. 

7.  In  your  opinion,  what  would  be  the  effect  of  too  great  a  proportion 
of  fixed  capital? 

8.  What  amount  of  capital  would  be  required  per  bird  on  an  average- 
sized  poultry  farm? 

18 


Exercise  3     (Continued) 


19 


Grade. 
Date. . 


EXERCISE  4 
FOWL  NOMENCLATURE 

Object. — To  become  familiar  with  the  parts  of  a  fowl  and  common 
terms  used  in  poultry  terminology. 

Equipment. — Standard  of  Perfection,  published  by  American  Poultry 
Association;  representative  fowls  of  different  breeds  and  classes;  exhibition 
cages  to  confine  birds,  when  not  being  handled. 

Procedure.— *S^ep  1. — Handle  individually  representative  birds  of  each 
class,  locating  and  studymg  the  characteristics  of  all  parts  defined  and  pictured 
on  pages  18  and  19  of  the  Standard  of  Perfection,  such  as  comb,  wattles 
saddle,  flights,  etc. 

Step  2. — Study  and  make  pencil  sketch  of  the  five  standard  types  of 
combs,  as  single,  rose,  pea,  strawberry,  and  V  comb. 

Step  3. — Study  in  detail  the  parts  of  a  feather  and  make  pencil  sketch 
showing  quill,  web,  vein,  barbs  and  fluff. 

Step  4, — Study  the  common  types  of  plumage  pattern  and  make  pencil 
sketch  of  each,  as  barred,  penciled,  laced,  spangled,  and  striped. 

Step  5. — Go  over  the  entire  glossary  of  technical  terms  on  pages  20  and 
30  of  the  Standard  of  Perfection,  locating  all  parts  on  specimens  and  becoming 
so  familiar  with  them  that  they  can  be  named  at  sight. 

If  time  will  permit,  this  exercise  can  be  extended  to  cover  from  three 
to  five  periods,  otherwise  the  drawing  work  in  two,  three  and  four  will  have 
to  be  omitted. 

Leading  Questions. — 1.  Name  all  parts  of  wings  and  tail. 

2.  Into  how  many  parts  are  the  legs  and  feet  divided?  Name  them  in 
order. 

3.  Enumerate  the  important  distinctions  in  conformation  and  color 
between  males  and  females. 

4.  Enumerate  five  kinds  of  defective  feather  markings. 

5.  Name  and  describe  five  common  disqualifications. 

6.  Describe  a  perfect  eye,  single  comb  and  barred  feather. 

7.  Into  how  many  important  sections  is  a  bird  divided  for  study?  Name 
them. 

20 


Exercise  4     (Continued) 
Comb  Types 


:21 


Exercise  4     (Continued) 
Details  of  Feather 


22 


Exercise  4     (Continued) 
Details  of  Plumage  Pattern 


Exercise  4     (Continued) 


24 


PKOPERTY  UBRARY 
N.  C  State  College 


Grade. 
Date. . 


EXERCISE  5 
FACTORS  DETERMINING  THE  CLASSIFICATION  OF  FOWLS 

Object.— To  become  thoroughly  famiUar  with  the  Standard,  the  Utihty, 
and  the  Breeding  classifications  of  fowls,  and  the  features  determining  each 
classification. 

Note. — Breeding  classification  refers  to  purity  of  breeding,  as  mongrel, 
cross-bred,  pure  bred  and  standard  bred. 

Equipment. — American  Standard  of  Perfection;  representative  specimens 
of  as  many  breeds  and  varieties  as  possible,  including  some  mongrel  and  cross- 
bred individuals. 

Procedure. — Step  1.— Separate  into  groups  all  fowls  belonging  to  Ameri- 
can, Asiatic,  Mediterranean,  English,  and  French  classes.  Make  a  list  of  the 
breeds  falling  in  each  group  and  record  all  characteristics  of  shape  and  color 
which  are  peculiar  to  each  group. 

Standard  Classification  of  Breeds 


Mediterranean 


English 


Step  2. — Separate  into  three  groups  all  fowls  which  are  particularly 
adapted  to  the  following  purposes:  (1)  egg  production,  (2)  meat  production, 
and  (3)  both  in  combination.  Make  a  list  of  the  breeds  falling  in  each  group 
and  record  all  characteristics  of  color,  shape  and  size  which  are  peculiar  to 
each  group. 

Utility  Classification  of  Breeds 


Egg  Breeds 


Dual  Purpose  Breeds 


25 


Exercise  5     (Continued) 

Step  3. — Make  a  list  of  the  ear  lobe  color  of  all  breeds  and  correlate  the 
same  with  color  of  egg  laid  by  each  breed. 

Relation  oj  Ear  Lobe  Colors  and  Egg  Colors 

Breed  Ear  Lobe  Color  Egg  Shell  Color 


Step  4. — Make  a  list  of  breeds  having  feathered  shanks  and  correlate 
the  same  with  color  of  egg  laid  by  each  breed. 

Step  5. — Arrange  all  birds  in  groups  according  to  the  breeding  classifica- 
tion mentioned  above  and  make  a  record  of  all  characteristics  of  shape  and 
color  which  are  peculiar  to  each  group. 

Step  6. — Group  all  fowls  in  classes  according  to  color  pattern  and  make 
a  record  of  the  breeds  and  varieties  falling  in  each  group. 

Leading  Questions. — 1.  What  are  the  relative  sizes  of  fowls  in  the  Ameri- 
can, Asiatic  and  Mediterranean  classes. 

2.  From  a  study  of  the  specimen  fowls  at  hand,  what  is  the  predominating 
color  pattern? 

3.  From  a  study  of  the  standard  breeds  of  poultry,  as  listed  in  the  Stand- 
ard of  Perfection,  answer  the  following  points:  (a)  Number  of  classes  of 
domestic  poultry,  not  including  ducks,  (b)  Number  of  breeds  of  domestic 
poultry,  (c)  Number  of  varieties  of  domestic  poultry,  (d)  What  color 
pattern  occurs  the  greatest  number  of  times  in  all  standard  varieties? 

4.  Enumerate  the  breeds  which  are  commonly  classed  as  egg  breeds. 
What  are  their  distinguishing  characteristics? 

5.  Enumerate  the  breeds  which  are  commonly  classed  as  meat  breed. 
What  are  their  distinguishing  characteristics? 

6.  Enumerate  the  breeds  which  are  commonly  classed  as  general  purpose 
breeds.    What  are  their  distinguishing  characteristics? 

7.  What  do  you  find  to  be  the  two  most  important  factors  used  to  classify 
poultry  into  certain  well-defined  groups? 

26 


Exercise  5     (Continued) 


27 


Grade. 
Date. . 


EXERCISE  6 
SELECTING  THE  FOUNDATION  STOCK 

Object. — To  determine  the  difference  between  healthy,  vigorous  breeding 
males  and  females  and  those  which  are  naturally  unfit  for  breeding  purposes. 

Equipment. — At  least  twenty-five  yearling  hens,  and  five  or  more  older 
hens  of  some  common  standard  breed,  representing  good  and  bad  breeding 
specimens;  a  number  of  satisfactory  coops  to  confine  these  birds  individually 
and  in  groups;  at  least  ten  adult  cockerels  of  some  common  standard  breed 
representing  good  and  bad  breeding  specimens. 

Procedure. — Study  carefully  these  two  groups  of  birds,  eliminating  all 
specimens  not  fit  to  use  for  breeding  in  the  following  mamier: 

Step  1. — All  birds  which  show  any  signs  of  disease  should  be  discarded 
and  placed  in  a  special  cage. 

Step  2. — All  birds  which  show  extreme  age,  so  as  to  be  unfit  for  breeders, 
should  be  discarded  and  placed  in  a  separate  cage. 

Step  3. — All  birds  which  show  well  defined  traits  of  lack  of  inherent 
vigor  and  stamina  should  next  be  discarded  and  placed  in  a  separate  cage. 

Step  4. — All  specimens  which  are  exceptionally  large  or  too  small  should 
next  be  discarded  and  placed  by  themselves  in  a  separate  cage;  the  idea 
being  to  leave  those  which  come  nearest  to  standard  weight. 

Step  5. — From  the  remaining  specimens  select  approximately  ten  females 
and  five  males  w^hich  show  the  best  shape  and  color  pattern  for  the  breed 
being  studied.  Those  selected  can  well  be  placed  in  order  of  excellence  for 
close  study. 

Note. — If  possible  this  method  of  elimination  and  final  selection  should 
be  practiced  with  a  much  larger  number  of  specimens  than  is  suggested  above. 

Leading  Questions. — 1.  Considering  the  total  number  of  specimens 
studied,  what  percentages  were  eliminated  on  account  of:  (1)  disease,  (2)  age, 
(3)  lack  of  vigor,  (4)  size,  (5)  weight,  and  (6)  failing  to  meet  breed  and  variety 
requirements  of  shape  and  color. 

2.  What  are  some  of  the  more  prominent  diseases  which  would  make 
yearling  hens  unfit  for  breeding? 

3.  What  features  would  you  use  in  eliminating  birds  too  old  for  breeding? 


Exercise  6     (Continued) 

4.  What  signs  of  lack  of  vitality  did  you  find  in  both  males  and  females? 

5.  What  was  the  weight  of  the  special  breeders  finally  selected? 

6.  What,  in  j'our  estimation,  is  the  value  of  the  specially  selected  birds, 
if  you  were  to  purchase  them  for  your  own  use? 

Birds  Discarded  for  Different  Reasons 
Make  an  X  in  proper  column  opposite  band  number 


Band  No. 

Disease 

Age 

Lack  of  Vigor  ' 

Size 

Type 

Color 

I                            1                            ! 

,                           i 

;    ■                ' 

1 

'                                1 

'                             i 

Totals. 


29 


Exercise  6     (Continued) 


30 


Grade. 
Date .  . 


EXERCISE  7 
TYPES  OF  POULTRY  HOUSE  CONSTRUCTION 

Object. — To  determine  the  efficiency  of  various  types  and  styles  of  poul- 
try houses. 

Equipment. — Access  to  various  types  and  sizes  of  poultry  houses,  espe- 
cially shed-roof,  gable-roof,  and  half  monitor  roof  houses;  also  large-  and 
small-flock  houses;  one  50-foot  tape  measuring  in  feet;  one  two-foot  rule. 

Procedure. — Make  a  trip  of  inspection  about  the  poultry  plant,  studying 
all  types  of  houses  available  and  determining  the  following  points: 

Step  1. — Study  the  design,  arrangement,  construction  and  uses  of  the 
following  types  of  roofs:  shed,  two-third-span,  monitor,  half -monitor,  and 
A-coop.     Determine  the  advantages  and  disadvantages  of  each. 

Note. — If  these  types  are  not  all  available  others  may  be  substituted. 

Step  2. — Measure  a  typical  roof  of  each  of  the  above  types  and  determine 
the  area  of  roof  in  proportion  to  each  square  foot  of  floor  space  which  it  covers. 


Proportion  of  Roof  to  Floor  Covered 

House  Type 

Shed 

Gable 

Two-thirds- 
Span 

Monitor 

Half- 
Monitor 

A 

Square  feet  of  roof  to  cover 
1  square  foot  of  floor 

Step  3. — Determine  the  relative  amounts  of  material  required  to  con- 
struct each  of  these  roof  types. 

Step  4. — Study  the  method  of  construction  and  determine  the  relative 
amounts  of  labor  required  to  frame  and  build  each  type. 

Step  5. — Take  the  dimensions  of  a  number  of  laying  houses,  some  long 
houses  and  some  small-flock  houses.  Determine  the  relation  between  wall 
area  and  floor  area  in  each  size. 

Step  6. — By  figuring  the  amount  of  material  required,  determme  the 
advantages  of  a  double-pen  laying  house  over  two  single-pen  houses,  the 
latter  with  a  combined  capacity  equal  to  the  double-pen  house. 

31 


Exercise  7     (Continued) 

Leading  Questions. — 1.  What  is  the  best  roof  type  and  why? 

2.  Where  can  a  half-monitor  be  used  to  advantage? 

3.  WTiat  is  the  difference  in  amount  of  lumber,  required  to  build  a  shed 
roof,  a  two-thirds-span  roof  and  an  A-roof  all  over  the  same  floor  area? 

4.  How  does  the  distance  around  the  outside  wall  of  a  house  ysltj  with 
the  shape  of  the  house? 

5.  Wliat  is  the  determining  feature  in  planning  the  height  of  a  laying 
house? 

6.  What  are  the  advantages  in  adopting  a  standard  unit  laying  house? 

7.  Describe  what  you  consider  to  be  an  ideal  laying  house  for  100  birds? 


32 


Exercise  7     (Continued) 


Grade. 
Date . 


EXERCISE  8 
MATERIALS  AND  METHODS  OF  POULTRY  HOUSE  CONSTRUCTION 

Object. — To  become  thoroughly  famihar  with  materials  used  and  methods 
followed  in  framing  and  constructing  laying  houses. 

Equipment.— Access  to  a  number  of  typical  and  efficient  poultry  houses; 
a  two-foot  rule. 

Procedure. — Make  an  inspection  trip,  visiting  each  house  to  be  studied, 
observing  the  following  features: 

Step  1. — Before  entering  the  house  determine  size,  shape  and  style  of 
roof  and  material  used  for  outside  wall  and  roof. 

Step  2. — Determine  the  kind  of  material  used  for  foundation  and  floor 
construction  and  note  the  details  of  construction. 

Step  3. — Upon  entering  the  house  note  the  location,  size  and  materials 
used  for  sills,  posts,  studding,  plate  and  rafters.  Note  distances  between 
studding  and  rafters. 

Step  4.— Determine  the  amount  of  glass  and  muslin  in  the  front  wall. 
Express  each  in  relation  to  100  square  feet  of  floor  space. 

Relation  of  Glass  and  Muslin  to  Floor  Space 


Square  Feet 
Floor  Space 


Square  Feet 
Glass 


Square  Feet 
Muslin 


Square  Feet  of 

Glass  to  1 

Square  Foot  Floor 


Square  Feet  of 

Muslin  to  1 

Square  Foot  Floor 


Totals. 


Averages. 


Step  5. — Study  any  special  method  of  ventilation  provided  and  deter- 
mine by  the  use  of  smoke  or  feathers  the  air  currents  which  are  set  up  in  the 

house. 
34 


Exercise  8     (Continued) 

Step  6. — Study  special  methods  of  supporting  roof  in  deep  houses. 

Step  7. — Compare  the  differences  in  amount  of  studding  needed  where 
outside  boarding,  such  as  novelty  siding,  is  used  or  where  tongued  and  grooved 
boards,  such  as  roofers,  are  used. 

Leading  Questions. — 1.  Which  do  you  find  makes  the  most  economical 
and  efficient  construction  for  outside  walls;  novelty  siding  or  roofers  covered 
with  roofing  paper? 

2.  Wliat  do  you  consider  the  best  materials  for  foundation  and  floors? 
Would  you  make  any  exception  to  your  answer? 

3.  Name  the  sizes  of  lumber  which  should  be  used  for  the  sills,  posts, 
plates,  studding  and  rafters? 

4.  What  kinds  of  lumber  are  generally  used  for  framing  the  poultry  house? 

5.  How  far  apart  are  rafters  and  studding?  What  factors,  if  any,  affect 
these  distances? 

6.  How  many  square  feet  of  muslin  openings  should  there  be  to  every 
100  square  feet  of  floor  space? 

7.  How  many  square  feet  of  glass  should  there  be  to  every  100  square 
feet  of  floor  space? 

8.  What  do  you  consider  the  most  important  type  of  ventilation  for  the 
poultry  house? 

9.  How  should  the  poultry  house  be  fastened  to  the  foundation  and  why 
is  this  factor  so  important? 


35 


Exercise  8     (Continued) 


36 


Grade. 
Date.  . 


EXERCISE  9 
LAYING  OUT  AND  LEVELING  THE  POULTRY  HOUSE  FOUNDATION 

Object. — To  study  the  proper  method  of  determining  the  exact  location 
for  the  poultry  house  and  the  best  method  of  laying  out  a  foundation  for  the 
same. 

Equipment. — Wood  stakes,  hatchet,  two-foot  rule,  mason's  cord,  spirit 
level,  and,  if  possible,  a  surveyor's  level. 

Procedure. — Make  a  field  trip  to  some  suitable  location,  preferably  the 
area  surveyed  in  Exercise  2,  and  proceed  as  follows: 

Step  1. — Select  the  best  location  for  the  long  laying  house,  if  it  has 
not  already  been  done  in  Exercise  2.  Consider  contour,  drainage,  vegetation, 
grading,  yard  room,  etc.  Drive  four  stakes  to  approximately  mark  the  four 
comers  of  the  house  on  the  site  selected. 

Step  2. — Lay  out  foundation  lines,  erect  batten  boards  and  stretch 
trench  lines  according  to  method  described  on  pages  124  and  125  in  Pro- 
ductive Poultry  Husbandry. 

Step  3. — It  is  frequently  foimd  desirable  to  lay  out  trench  lines  quickly, 
paying  no  attention  to  levels  until  after  the  foundation  trench  is  dug,  after 
which  grading  stakes  can  be  leveled  at  the  time  the  finished  wall  is  leveled. 
Two  methods  can  be  followed  depending  upon  equipment  available.  If 
only  a  carpenter's  spirit  level  is  available  proceed  as  follows:  Determine 
level  at  which  it  is  desirable  to  finish  foundation  wall.  Drive  stake  at  this 
level  at  approximately  the  center  of  the  house.  From  this  stake  by  means 
of  a  leveling  board,  spirit  level  and  temporary  stakes  run  level  lines  to  the 
four  corners,  driving  permanent  stakes  at  each  comer  and  marking  correct 
level  on  each.  When  constructing  concrete  forms  for  walls  they  can  be 
leveled  to  these  stakes.  In  determining  the  level  of  the  wall  it  should  be  the 
plan  to  have  it  at  all  points  at  least  six  inches  above  the  ground  line  at  that 
point.  If  the  ground  is  sloping  this  may  mean  considerable  grading  or  an 
excessive  height  at  some  points. 

37 


Exercise  9     (Continued) 

Step  4, — When  a  surveyor's  level  is  available  it  will  be  found  very  easy 
to  locate  the  proper  levels  at  the  different  points  in  the  foundation  wall  by 
setting  the  level  at  the  leveling  stake  in  the  center  of  the  house  area  and  from 
this  point  sighting  with  leveling  pole  on  the  various  points  where  levels  are  to 
be  marked.  Follow  this  method  on  another  location  or  use  this  method  to 
check  the  work  in  step  3. 

Leading    Questions. — 1.  How  large  a  house  did  you  locate  and  lay  out? 

2.  What  special  features  led  to  the  selection  of  the  site  chosen? 

3.  Explain  the  use  of  the  6-8-10  right-angle  triangle  in  laying  out  foun- 
dation lines. 

4.  What  are  batten  boards  and  how  and  where  are  they  placed? 

5.  In  what  direction  did  you  face  the  poultry  house  and  why? 

6.  In  using  leveling  board  and  spirit  level  how  did  you  avoid  any  pos- 
sible inaccuracy  of  leveling  board? 

7.  How  can  you  test  foundation  levels  by  the  use  of  the  same  instru- 
ments after  they  are  once  determined? 

8.  In  using  the  surveyor's  level  what  errors  did  you  find  in  former  work? 
Note. — If  time  permits,  one  or  more  exercises  should  be  given  at  which 

the  students  should  construct  themselves  a  portable  young  stock  colony 
house.  For  plans  and  styles  see  Productive  Poultry  Husbandry,  pages 
141,  354,  and  373. 


38 


Exercise  9     (Continued) 


Grade. 
Date.. 


EXERCISE  10 
A   STUDY   OF  POULTRY  HOUSE  FIXTURES 

Object. — To  study  the  construction  and  arrangement  of  poultry  house 
fixtures  and  to  determme  their  efficiency. 

Equipment. — Access  to  a  number  of  laying  houses  in  which  different 
types  of  equipment  are  in  actual  use. 

Procedure.— ]Make  an  inspection  trip  to  the  poultry  houses,  observing 
the  following: 

Step  1.— Determine  the  capacity  of  the  house  for  the  breed  kept. 

^iQj)  2. — Measure  the  area  of  dropping  boards  and  note  their  height, 
location  and  manner  of  construction. 

Step  3. — Determine  total  linear  feet  of  perches.  Note  arrangement  of 
perches.     Determine  perch  room  per  bird. 

Step  4. — Note  size,  construction  and  arrangement  of  nests.  Determine 
number  of  nests  in  proportion  to  number  of  birds.  If  trap  nests  are  available 
make  special  study  of  design  and  apparent  efficiency. 


Poultry  House  Equipjnent 

House  No.                     Floor  Area 

Capacity 

Square  Feet 

Dropping 

Board 

Linear 
Feet 
Perch 

Number 
of  Nests 

1 

1                1                : 

!                          1 
i                          1 

! 

Totals 

Average  per  house 

Average  per  bird                                     i 

Step  5.— Note  presence  and  arrangement  of  broody  coops.     Determine 
size  of  coops  in  relation  to  number  of  birds  and  breed. 
40 


Exercise  10     (Continued) 

Step  6. — Determine  the  method  of  providing  dust  wallows  and  note  the 
size  of  wallows  in  relation  to  the  size  of  the  house. 

Step  7. — Study  style,  construction  and  arrangement  of  mash  hoppers. 
Determine  their  efficiency. 

Step  8. — Note  style  and  arrangement  of  water  vessels. 

Note. — Take  complete  notes  on  all  observations  and  determine  efficiency 
of  each  equipment  studied. 

Leading  Questions. — 1.  Where  are  the  roosts  and  dropping  boards 
generally  placed  and  why? 

2.  What  materials  are  used  for  roosts? 

3.  What  would  you  give  as  a  rule  for  the  amount  of  roost  room? 

4.  If  dropping  boards  are  not  used  what  takes  their  place? 

5.  What  are  the  sizes  and  number  of  nests  and  where  are  they  located? 

6.  Do  you  prefer  home  made  to  commercial  hoppers?  If  so  under  what 
condition  and  why? 

7.  Where  should  the  dust  wallow  be  located  and  why? 

8.  Describe  a  convenient  and  efficient  method  of  providing  water. 


41 


Exercise  10     (Continued) 


42 


Grade . 
Date  . 


EXERCISE  11 
A  STUDY  OF  POULTRY  YARDS  AND  FENCES 

Object. — To  determine  the  best  arrangement  of  yards  and  proper  fence 
construction. 

Equipment. — Access  to  one  or  more  poultry  plants  where  different  types 
of  fences  and  yarding  systems  are  in  use;  a  fifty-foot  tape. 

Procedure. — Step  1.  Study  the  shape  and  arrangement  of  yard.  Note 
whether  single  or  double;  if  double,  note  arrangement  whether  both  front 
yards  or  one  front  and  one  back. 

Step  2. — Determine  size  of  yard  in  square  feet.  Determine  number  of 
birds  having  access  to  yard.  Determine  area  of  yard  allowed  per  bird.  Note 
how  this  varies  with  double  and  single  yard. 


Poultry  Yards 

-.      ,  „                       !                .                     !     Bird8  Running     i          Condition 
\ardNo.                   ^               Area               j            in  Yard            1           of  Yard 

Square  Feet  of 
Yard  Per  Bird 

1                                 !                                 '                ■ 

i 

1                                                                  ' 

1 

Totals 

Average  per  yard 

Ste-p  3. — Observe  crops  growing  in  yard  and  inquire  the  nature  of  any 
crop  rotation  which  may  be  practiced  to  insure  continuous  greens. 

Step  4. — By  comparing  yards  of  different  shapes  and  areas  determine 
which  yard  is  the  most  economical  to  fence,  a  long  narrow  yard  or  a  square 
yard. 

Step  5. — Study  the  details  of  fence  construction,  observmg  height,  kind 

of  wire,  condition  of  wire,  number  of  strands  of  wire,  method  of  fastening  at 

43 


Exercise  11     (Continued) 

ground  and  method  of  fastening  to  posts  and  ground.  Observe  distance 
between  posts,  method  of  bracing  comer  posts  and  kinds  of  posts. 

Step  6. — Study  the  size,  location  and  method  of  construction  of  gates. 

Leading  Questions. — 1.  What  are  the  advantages  of  a  double  over  a 
single  yard? 

2.  From  your  observation  what  type  of  double  j^ard  do  you  consider 
the  best. 

3.  How  much  yard  room  should  be  allowed  for  each  100  birds,  first, 
where  only  single  yards  are  used  and,  secondly,  where  double  yards  are  used. 

4.  Outline  a  simple  rotation  for  green  cropping  double  yards. 

5.  What  shape  of  yards  would  you  build  if  possible? 

6.  How  far  apart  should  poultry  fence  posts  be  placed? 

7.  What  style  of  fence  construction  did  you  find  to  be  most  desirable? 

8.  What  are  the  advantages  in  building  poultry  fence  in  two  widths  of 
wire? 

9.  What  should  be  the  determining  feature  in  planning  the  location  of 
gates? 


44 


Exercise  11     (Continued) 


45 


Grade 
Date  . 


EXERCISE  12 
IDENTIFICATION  OF  FEED  STUFFS 

Object. — To  become  thoroughly  familiar  with  all  poultry  feeding 
stuffs,  both  as  to  appearance  and  quality. 

Equipment. — Pint  samples  of  all  common  poultry  feeds,  paper  pie  plates, 
torsion  balance  weighing  in  grams,  17.5  cc.  acid  measuring  glass  and  a  pen 
knife. 

Procedure. — Each  sample  of  whole  grain  should  be  studied  for  the  fol- 
lo-^dng  features:  size,  color,  shape,  hardness,  proportion  of  husk  or  shuck, 
uniformity  of  grains  in  sample,  purity. 

Step  1. — To  determine  the  relative  size  of  different  grains,  the  number 
required  to  fill  a  17.5  cc.  measuring  glass  should  be  taken.  Wheat  should  be 
expressed  as  one  and  all  other  grains  expressed  in  terms  of  wheat.  Example: 
suppose  100  wheat  kernels  are  required  to  make  17.5  cc.  in  volume  and  wheat 
is  represented  in  our  standard  by  1,  then  if  it  requires  200  kernels  of  kafir 
com  to  make  the  same  volume,  its  size  would  make  and  be  expressed  as  .5  or  Yo, 
meaning  that  the  kernels  were  half  as  large  as  wheat.  If  it  took,  on  the  other 
hand,  50  kernels  of  com  its  size  would  he  expressed  as  2,  meaning  that  the 
kernels  were  twice  the  size  of  wheat. 

Step  2. — Designate  color  by  comparison  with  other  grains  of  somewhat 
the  same  color;  as,  wheat  is  brown,  slightly  lighter  in  shade  than  rye,  etc. 

Step  3. — In  designating  shape  of  kernels  describe  and  make  sketch  of 
each  and  liken,  where  possible,  to  some  common  object,  as  spherical,  cylin- 
drical, kidney  shape,  etc. 

Step  4. — Designate  hardness  by  grading  into  groups  of  hard,  medium 
and  soft. 

Step  5. — State  whether  kemel  has  loose  fibrous  shuck,  such  as  oats,  or  a 
hard  covering,  as  corn. 

Step  6. — Observe  whether  grains  in  sample  are  uniform  as  to  quality 
or  not. 

Step  7. — Separate  any  foreign  materials;  determine  amount  and  char- 
acter of  the  same. 

Step  8. — Study  each  sample  of  ground  grain  for  the  following  features: 
color,  texture,  uniformity  and  purity. 

Note. — Study  each  sample  in  comparison  with  other  samples  in  order 
46 


Exercise  12     (Continued) 
Descriptions  of  Grains 


Grain 

Size 

Shape               Color        1     Hardness 

Shuck           Uniformity 

Foreign 
Material 

1 

1 

1 

i 

Totals 

1                         :                         i 

1                    !                    1 

that  complete  identification  can  be  made  possible.    If  time  permits,  this  ex- 
ercise can  well  be  extended  over  two  or  more  periods. 

Leading  Questions. — 1.  What  are  the  relative  comparisons  in  size  of 
kernels  between  corn,  wheat,  rye,  oats,  barley,  kafir  and  millet? 

2.  What    are    the  distinguishing   colors  of  barley,   wheat,   buckwheat 
and  peas? 

3.  Describe  the  relative  shapes  of  wheat  and  rye  kernels? 
Compare  the  relative  hardness  of  soy  beans,  corn  and  oats? 
Name  five  grains  having  a  large  amount  of  shuck  or  husk? 
What  impurities  did  you  find  in  the  wheat? 
How  would  you  distinguish  between  wheat  middlings,  oil  meal  and 

buckwheat  middlings. 

8.  How  would  you  distinguish    between  meat  scrap,   fish  scrap   and 
digester  tankage? 


47 


Exercise  12     (Continued) 


48 


Grade 
Date. 


EXERCISE  13 
DETERMINATION  OF  QUALITY  IN  READY-MIXED  RATIONS 

Object. — To  be  able  to  determine  the  ingredients  in  ready-mixed  ra- 
tions, both  as  to  quality  and  quantity,  and  to  detennine  the  general  efficiency 
of  such  mixtures. 

Equipment. — Pound  samples  of  a  number  of  grain  rations,  paper  pie 
plates,  torsion  balance  weighing  in  grams,  pen  knife. 

Procedure. — Study  each  ration  separately  in  the  following  manner: 

Step  1. — Weigh  out  a  25  gram  sample  of  each  ration  as  it  is  needed  for 
study.    At  other  times  keep  sample  in  a  dry,  air  tight  container. 

Step  2. — Spread  sample  out  on  white  paper  and  by  use  of  pen  knife 
separate  the  sample  into  its  component  parts,  such  as  wheat,  oats,  barley,  etc. 

Step  3. — Weigh  each  ingredient  separately  and  reduce  the  amount  of 
each  to  percentage  of  the  whole  by  multiplying  its  weight  by  4. 

Step  4. — Study  the  quality  of  each  ingredient  and  record  any  poor 
quality  feed  or  adulterations. 


Form  for  Studying  Rations 
Name  of  ration . 


Ingredients 
Found 

Per  Cent 
of  Whole 

Market 
Value 

Nutritive  Valuei 

Weight         1        Quality 

Pro- 
tein 

Carbo- 
hydrate 

Fat 

i 

i 

1 

1                              j 

i 

Totals 

i 

i                              ' 

49 


Exercise  13     (Continued) 

Step  5. — By  applying  the  prevailing  market  prices  for  each  individual 
ingredient  determine  the  cost  of  mixing  the  ration  at  home  by  buying  locally 
the  grains  needed.  How  does  this  price  compare  with  the  price  of  the  com- 
mercial mixture? 

Step  6. — Determine  the  amount  of  nutrients  in  100  pounds  of  the 
mixture  by  applying  nutritive  values  found  in  Table  XVIII  in  Productive 
Poultry  Husbandry,   page  518. 

Step  7. — Arrange  rations  studied  m  the  order  of  their  efficiency,  consid- 
ering quality  of  ingredients,  proportion  of  ingredients,  and  cost  of  mixture. 

Step  8. — Investigate  and  compare  the  standing  of  each  ration  studied 
by  comparison  of  these  results  with  those  secured  by  Experiment  Station 
Analysis.    Experiment  station  feeding  stuffs  bulletins  will  give  these  figures. 

Note. — The  same  procedure  as  above  can  be  followed  with  dry  mash 
mixtures,  except  it  will  be  impossible  to  accurately  determine  the  exact 
amount  of  each  ingredient. 

Leading  Questions. — 1.  What  were  the  most  common  poultry  grains  used 
in  mixed  scratch  rations? 

2.  What  was  the  average  per  cent  of  protein  found  m  grain  rations? 

3.  What  variations  in  nutritive  ratio  were  found  in  grain  rations? 

4.  What  should  be  the  average  cost  of  100  pounds  of  a  good  poultry 
scratch  feed? 

5.  If  you  were  to  purchase  a  commercial  poultry  scratch  feed,  name  three 
brands  which  you  would  consider. 

6.  In  what  nutrient,  if  any,  did  the  rations  most  often  fall  below 
guarantee? 

7.  How  many  rations  fell  below  guarantee? 

8.  What  adulterants  were  found  and  why  were  they  used? 

9.  In  general  would  it  be  more  economical  to  buy  commercial  ready- 
mixed  rations  or  mix  them  at  home? 

10.  In  step  3,  why  do  you  multiply  the  weight  by  -i? 


50 


Exercise  13     (Continued) 


51 


Exercise  13     (Continued) 


62 


Grade 
Date.  . 


EXERCISE  14 
EFFICIENCY   OF    STANDARD    LAYING    RATIONS 

Object. — To  determine  the  efficiency  of  certain  recommended  complete 
rations  for  laying  hens. 

Equipment. — Detailed  composition  of  certain  rations,  especially  those 
recommended  by  experiment  stations  and  those  used  by  successful  poul- 
trymen.  This  information  should  include  ingredients  of  grain  ration  and 
dry  mash  ration,  together  with  amounts  and  time  of  feeding,  and  also  any 
modifications  of  this  ration  for  different  breeds  in  different  seasons,  also  any 
supplemental  feeds  given,  such  as  sprouted  oats  or  beets. 

Procedure. — Study  each  complete  ration  in  detail  according  to  the 
following  procedure: 

Step  1, — By  using  table  of  nutrients  on  page  518,  in  Productive  Poul- 
try Husbandry,  determine  the  amount  and  ratio  of  the  nutrients  in  the 
dry  mash  ration. 

Step  2. — By  the  use  of  the  same  table  determine  amount  and  proportion 
of  nutrients  in  the  scratch  grain  ration. 

Step  3. — Combine  these  two  rations  in  the  proportion  in  which  they  are 
fed  and  determine  the  amount  and  proportion  of  nutrients  consumed  by 
100  hens  in  a  day. 

Step  4. — Determine  how  the  result  compares  with  the  Wheeler  standard 
for  laying  hens.     (Productive  Poultry  Husbandry,  page  175). 

Step  5. — Using  local  current  prices  for  poultry  feeds,  determine  the  cost 
of  this  complete  ration  and  the  cost  of  feedmg  100  birds  per  day. 

Step  6. — Determine  the  cost  of  feeding  one  hen  for  one  year  on  the  basis 
of  these  formulas. 

Step  7. — Group  results  of  all  rations  studied  and  arrange  the  rations  in 
the  order  of  their  efficiency,  considering  proportion  of  ingredients,  nutritive 
ratio  and  cost. 

Note. — For  ease  in  figuring  nutritive  values  the  total  weight  of  each 
ration  studied  should  be  taken  as  one  hundred  pounds. 

Leading  Questions. — 1.  What  ingredients  were  most  universally  used 
in  "the  dry  mash  rations? 

2.  What  ingredients  were  most  generally  used  in  the  scratch  grain  rations? 

3.  What  should  constitute  the  average  daily  diet  of  100  hens  in  protein, 
carbohydrates  and  fat?    Correlate  your  results  with  this  standard. 

53 


Exercise  14     (Continued) 
Composition  of  Dry  Mash 


Ingredients 


Weight         j         Protein  Carbohydrate  i  Fat 


Fiber  Market  ^'alue 


1                                                ' 

1 

1                                   ! 

1 

:              1 

Totals 

Scratch  Grain  Ration 

Ingredients 

Weight 

Protein 

Carbohydrate 

1 

Fat 

•  Fiber 

Market  Value 

■ 

1             ^             '            ! 

,             ' 

1 

!                             :                             1 

i                                                   '                                                                                                 ! 

' 

Totals 

1 

1                           1 
1 

Combined  Totals 

in  Proportion 

to  the  Amount  of  Each  Ration  Consumed 

Totals 

!                  1                ! 

4.  What  do  you  find  the  average  cost  of  feeding  100  laying  hens  per  day? 

5.  How  much  does  it  cost,  on  the  average,  to  feed  one  hen  a  year? 

6.  Assuming  ten  dozen  eggs  to  be  the  production,  what  will  be  the  food 
cost  of  one  dozen  eggs? 

7.  Give  a  detailed  ration  which,  from  this  study,  you  consider  the  most 
efficient  and  economical. 

8.  Do  you  notice  any  systematic  variation  in  the  rations  studied,  which 
might  be  caused  by  latitude  and  climatic  conditions? 

54 


Exercise  14     (Continued) 


55 


Exercise  14     (Continued) 


56 


Grade . 
Date.  . 


EXERCISE  15 
GRAPHIC  REPRESENTATION  OF  MODES  OF  INHERITANCE 

Object. — To  become  familiar  wdth  methods  of  representing  graphically 
certain  fundamental  principles  of  inheritance. 

Equipment.— Drafting  ink,  red  and  black;  lettering  pen;  facts  concerning 
the  mode  of  inheritance  of  certain  well  defined  characters;  as,  comb  character, 
plumage  pattern,  shank  feathering,  shank  color,  beak  color,  fifth  toe,  etc. 

Procedure.— Designate  the  inheritance  of  certain  characters  through 
the  Fl  and  F2  generations  on  the  following  diagrams. 

Step  1.— On  the  following  diagrams  plot  at  least  three  pairs  of  contrasted 
characters  without  paying  any  attention  to  the  question  of  dominance. 

Note.— See  Productive  Poultry  Husbandry,  pages  231  to  234,  for  expla- 
nation of  this  and  the  following  laws. 

The  First  Phase  of  Mendel's  Law 

DDDDODDO^OoioO^^^ 


Ancestral  Generatior 


ri  Generatior 


F2  Genorati< 


57 


Exercise  15     (Continued) 

Step  2. — On  the  following  diagrams  plot  the  same  contrasted  characters 
showing  the  effect  of  dominance  upon  the  appearance  of  the  progeny. 
The  Second  Phase  of  Mendel's  Law 

F2  Generation.  ' A- — j — ' 

DDOaQODDOC^OOOOOO 


Anceatral  Generation 


Fl  Generfttio: 


Step  3. — On  the  following  diagrams  plot  the  behavior  of  certain  matings 
to  test  the  purity  of  an  apparent  dominant  character. 

Ancestral  Generation    11  J  | 

t- ^ i 

F2  Generation.  I 1 , 1 

DDDDDDDCfoOiOOOOOO 


58 


Exercise  15     (Continued) 

Ste-p  4, — Plot  on  the  following  diagram  at  least  two  characters  which  are 
sex-linked  in  their  mode  of  inheritance. 


Ancestral  Generation.  II                                               |         | 
t ^ t 


F2  Generation. 


DEXODODOOOOOOOOO 


Note — Additional  diagrams  may  be  drawn  on  blank  page  to  show 
behavior  of  additional  characters. 

Leading  Questions. — 1.  What  do  you  understand  as  Mendel's  law  of 
mathematical  inheritance? 

2.  What  do  you  understand  as  Mendel's  law  of  dominance? 

3.  Name  ten  dominant  characters  and  their  corresponding  recessive 
characters? 

4.  In  what  generation  does  Mendel's  law  of  segregation  begin  to  act? 

5.  How  is  gametic  purity  harmonized  with  an  analysis  of  Mendel's  law? 

6.  What  do  you  understand  by  the  1st,  2nd,  3rd,  etc.,  filial  generation? 

7.  How  do  you  explain  the  uniformity  of  progeny  from  an  original 
cross,  and  the  great  variability  of  progeny  of  future  generations  from 
this  cross? 

8.  Enmnerate  the  commercial  possibilities  from  an  understanding  of 
sex-controlled  inheritance. 


59 


Exercise  15     (Continued) 


Grade . 
Date. 


EXERCISE  16 
SELECTION  OF  BREEDING  COCKERELS 

Object. — To  study  an  efficient  and  simple  method  of  culling  and  selecting 
cockerels  desirable  to  use  for  breeding. 

Equipment. — From  twenty-five  to  one  hundred  suitable  cockerels  of 
any  common  standard  breed.  Exhibition  coops  to  provide  a  single  cage  for 
each  bird  to  be  studied.    Judging  sticks  and  note  book. 

Procedure. — Separate  and  classify  the  birds  in  the  following  manner: 

Step  1. — Go  over  the  entire  number  of  cockerels,  handling  each  one 
individually,  separating  all  birds  which  show  lack  of  vigor  or  which  show  any 
evidences  of  sickness  or  other  weakness  which  would  make  them  unfit  for 
breeding. 

Step  2. — Crate  these  inferior  birds  and  either  ship  to  market  immediately 
or,  if  their  condition  seems  to  warrant  feeding  two  weeks  for  finish,  they 
should  be  immediately  confined  and  fattened. 

Step  3. — Go  over  all  the  remaining  specimens  carefully,  culling  out  every 
individual  which  possesses  any  standard  disqualification  or  other  breeding 
defect.  Such  birds  should  never  be  bred  from,  but  should  be  eliminated  and 
sold  for  table  purposes  at  the  most  profitable  age  and  weight. 

Step  4. — Carefully  select  from  the  remaining  specimens  the  ten  best 
birds,  placing  them  in  separate  cages  by  themselves.  Consider  in  this  final 
selection,  body  conformation,  plumage  pattern,  vigor  and  general  breeding 
ability. 

Step  5. — Judge  these  specially  selected  birds  by  comparison,  placing 
them  in  the  order  of  their  excellence  on  the  basis  of  their  probable  breeding 
ability. 

Note. — Where  but  a  limited  number  of  cages  are  available  the  birds  can 
be  handled  according  to  the  above  plan  in  groups  and  the  best  of  each  group 
finally  brought  together  for  last  comparison  judging. 

Leading  Questions. — 1.  What  per  cent  of  the  birds  examined  did  you 
find  deficient  on  account  of  each  of  the  following  factors?  (a)  Lack  of  vigor 
(6)  Disease (c)  Disqualifications 

2.  Describe  the  special  features  possessed  by  the  first  and  second  bird 
selected. 

3.  What  per  cent  of  the  flock  did  you  consider  suitable  for  breeding? 

61 


Exercise  16     (Continued) 
Judgment  on  Cockerels  for  Breeding 


Weight         I  Vigor  Health         !  DisquaUficationa        DispMition 


Totals 

Averages  and 
per  cent 

4.  "VMiat  would  you  consider  the  greatest  relative  importance  in  selecting 
the  breeders,  plumage  pattern  or  body  conformation? 

5.  What  is  the  practical  commercial  application  of  this  exercise? 

6.  What  is  the  best  time  of  year  to  select  the  breeding  cockerels  and  how 
many  preliminary  cullings  is  it  best  to  make? 

7.  WTiat  special  points  should  a  breeding  bird  possess? 
62 


Exercise  16     (Continued) 


63 


Grade. 
Date. . 


EXERCISE  17 
THE  CARE  OF  THE  LAYING  PEN 

Object. — To  become  practically  familiar  with  the  details  incidental  to 
the  feeding  and  daily  care  of  the  laying  flock. 

Note. — If  possible  every  student  should  be  assigned  one  pen  of  birds  for  a 
given  period,  in  order  that  he  or  she  may  practice  personally  the  steps  in  this 
exercise.  If  individual  practice  work  is  impossible  the  entire  class  should  be 
allowed  at  least  one  afternoon  in  which  to  see  these  chores  performed  in  the 
proper  manner  by  the  instructor. 

Equipment. — One  or  more  completely  equipped  laying  pens  filled  with 
birds,  all  necessary  feed,  tools  and  appliances  required  for  daily  chores. 

Procedure. — Chore  schedule  for  laying  and  breeding  flocks.  This  must  be 
slightly  modified  for  winter  and  summer  conditions. 

Step  1. — 7  a.  m.  daily: 

(a)  Feed  morning  grain  ration,  scattering  it  well  in  deep  litter,  about  one 
pound  to  every  twenty  birds. 

(6)  Fill  drinking  vessels  with  clean,  fresh  water,  being  sure  to  rinse  pans 
before  refilling. 

(c)  Inspect  dry  mash  hopper,  being  sure  that  mash  is  plentiful  and 
feeding  properly. 

(d)  Release  birds  from  house,  if  they  have  been  confined  during  the  night. 
Step  2.— 10  to  11  A.  M.  daily: 

(a)  Feed  mangel  beets  or  other  succulence. 

(6)  Refill  any  water  vessels  which  are  nearly  empty. 

(c)  Clean  dropping  boards  and  cover  same  with  thin  layer  of  gypsum 
(land  plaster)  or  ground  phosphate  rock. 

Step  3. — 4  p.  M.  daily: 

(a)  Feed  night  grain  ration,  scattering  same  well  in  deep  litter  at  the 
rate  of  one  pound  to  ten  birds. 

(h)  Add  fresh  water  to  any  pans  which  seem  to  be  low. 

(c)  Collect  eggs  and  record  in  proper  column  on  egg  record. 
64 


Exercise  17    (Continued) 

(d)  Be  sure  perches  are  properly  adjusted,  hoppers  feeding  properly  and 
everything  in  shape  for  the  night. 
Step  4.-6  to  8  p.  M.  daily: 

(a)  Visit  all  pens  about  dark,  fastening  them  securely  for  the  night. 

(b)  On  cold  nights  m  wmter  the  water  pans  should  be  emptied. 

(c)  On  very  stormy,  windy  and  cold  nights  the  muslin  curtains  should  be 
closed,  at  all  other  time  they  should  be  left  open. 

(d)  Confine  in  broody  coops  any  birds  which  are  on  the  nests  at  this 
time.     Why? 

(e)  Be  sure  birds  are  properly  secured  for  the  night. 

Note.— Where  trap-nests  are  operated,  the  visits  can  be  made  at  the 
same  time  as  the  7,  10,  and  4  o'clock  trips  listed  above  with  the  addition  of 
special  visits  at  11.30  a.  m.  and  1  p.  m. 

Leading  Questions.— 1.  Why  is  attention  to  little  details  so  important 
in  attending  to  the  poultry  flock? 

2.  In  what  one  way  can  this  detail  be  accurately  attended  to? 

3.  What  do  you  consider  the  most  important  factor  in  caring  for  the  flock? 

4.  Why  is  the  scattering  of  the  grain  in  deep  litter  so  important? 

5.  How  can  the  water  supply  be  kept  clean  and  healthful? 

6.  When  and  only  when  should  muslin  curtains  be  lowered? 

7.  Why  is  it  desirable  to  secure  birds  in  the  pen  at  night? 

8.  What  factors  can  you  use  to  determine  whether  one  is  feeding  the 
proper  amount  of  grain? 

9.  How  often  should  the  dropping  boards  be  cleaned? 


65 


Exercise  17     (Continued) 


Grade. 
Date.  . 


EXERCISE  18 

SANITATION    IN    THE    POULTRY    HOUSE 

Object. — To  study  an  efficient  method  of  cleaning  and  disinfecting  the 
poultry  house. 

Note. — This  work  is  best  done  in  the  morning  in  order  that  the  house 
can  become  dry  by  night.    It  should  only  be  done  on  a  clear  day. 

Equipment. — One  or  more  laying  houses  in  which  adult  laying  birds 
have  been  kept  for  a  number  of  months;  a  complete  barrel  spray  outfit  and 
the  following  ingredients  for  the  spray  mixture:  5  quarts  of  freshly  burned 
rock  lime,  1  quart  zenoleum  or  other  equally  good  disinfectant,  1  quart 
kerosene.    Have  all  necessary  brooms,  forks,  shovels,  hoes,  etc. 

Procedure. — Proceed  in  the  work  of  sanitation  as  follows: 

Step  1. — Shut  the  birds  out  of  the  house. 

Step  2. — Remove  all  old  litter  and  nesting  material  and  spread  on  land 
for  fertilizer. 

Step  3. — Remove  all  portable  fixtures,  placing  them  out  of  doors. 

Step  4. — Sweep  the  interior  of  the  house  thoroughly,  especially  walls, 
rafters  and  muslin  curtains. 

Step  5. — Spray  the  interior  of  the  house  with  the  following  disinfecting 
solution :  Take  five  quarts  of  rock  lime  and  slake  to  the  consistency  of  cream 
by  the  addition  of  boiling  water.  To  this,  after  cooling,  add  one  pint  of  dis- 
infectant, agitating  the  mixture  while  thoroughly  mixing.  Dilute  by  adding 
ten  quarts  of  water  and  then  add  one  quart  of  kerosene,  stirring  violently. 
Before  placing  the  mixture  in  barrel  it  should  be  well  stirred  and  strained. 
Be  sure  to  spray  every  part  of  the  house,  covering  curtains  and  windows  with 
burlap  to  keep  them  clean  and  dry. 

Step  6. — Dry  clean  with  broom  and  then  spray  all  fixtures. 

Step  7. — Return  all  fixtures  to  their  proper  positions. 

Step  8. — Wash  windows  inside  and  out. 

Step  9. — Place  about  ten  inches  of  new  clean  litter  over  the  floor  and 
put  new  nesting  material  in  nests. 

67 


Exercise  18     (Continued) 

Time  Record. 


8i»e 

Number 
of  Birds 

Time  Required  for  Each  Step 

Total 

House  No. 

1     ]     2 

3 

4 

6 

6 

7     !     8 

9 

10 

1 

i 

1    ■ 

1 

1 

1 

Total 

Average 

1 

Step  10. — Allow  the  birds  to  enter  the  house  and  make  sure  that  every- 
thing is  in  readiness  for  them. 

Note. — This  general  cleaning  should  be  done  at  least  once  each  spring 
and  fall  and  oftener  if  necessary. 

Leading  Questions. — 1.  Why  is  this  general  cleanuag  so  important? 

2.  Why  is  the  lime  slaked  with  boiling  water? 

3.  Why  is  the  kerosene  used? 

4.  What  make  of  disinfectant  was  used  and  how  much? 

5.  How  long  did  it  take  to  clean  and  disinfect  the  house? 

6.  What  was  the  size  of  the  house  and  cost  per  100  square  feet  of  floor 
space  in  material  and  time? 

7.  What  three  definite  objects  were  accomplished  by  the  use  of  the 
above  solution? 

8.  Under  what  conditions  would  you  make  a  general  cleaning  oftener 
than  twice  a  year? 


68 


Exercise  18     (Continued) 


Grade. 
Date. . 


EXERCISE  19 
ANATOMICAL  STUDY  OF  THE  FOWL 

Object. — To  study  the  anatomy  of  the  domestic  fowl  and  to  become 
famiUar  with  the  location  and  appearance  of  the  normal  organs. 

Equipment. — A  number  of  live  fowls,  both  male  and  female,  and  dis- 
secting instruments. 

Procedure. — Kill  and  dissect  the  birds  in  the  following  manner: 

Step  1. — Kill  the  bird  by  dislocating  the  neck,  or,  better,  by  chloroform 
under  bell  jar. 

Step  2. — Prepare  the  bird  for  post-mortem  study  by  laying  it  on  its 
back  and  fastening  it  securely  to  an  operating  table  with  wings  and  legs.  Next 
cut  the  skin  on  the  breast  line,  peeling  it  back  each  side  as  far  as  possible. 
Cut  ribs  and  raise  breast  bone,  bending  it  back  so  that  organs  are  exposed, 
lying  in  their  natural  position. 

Step  3. — Study  the  following  organs  and  parts  as  to  color,  size,  weight, 
shape  and  location,  also  their  relation  to  other  organs,  function  and  general 
normal  appearance:  Liver,  spleen,  gall  bladder,  heart,  crop,  lungs,  trachea, 
oesophagus,  proventriculus,  gizzard,  pancreas,  intestines,  cseca,  kidneys, 
ovaries  and  oviduct  in  females  and  testes  in  males. 

Step  4. — Group  the  organs  into  the  following  systems  and  note  the 
sequence  and  function  of  each  organ  to  the  system  which  it  helps  to  make  up : 
Digestive,  Respiratory,  Reproductive,  Circulatory. 

Step  5. — Dissect  leg  and  breast  muscles  and  trace  relation  of  these  mus- 
cles to  control  of  flight  in  wings  and  movement  of  toes. 

Step  6. — Dissect  spmal  column,  including  nerves  and  bram.  Trace 
some  of  larger  nerves  such  as  optic  nerve. 

Leading  Questions. — 1.  For  this  exercise,  why  should  the  birds  be 
killed  without  bleedmg? 

2.  What  organs  are  exposed  when  the  breast  bone  is  bent  back? 

3.  Describe  the  normal  appearance  of  lung  tissue,  of  liver  tissue,  and  of 

spleen. 
70 


Exercise  19    (Continued) 
Classification  of  Organs 


Digestive  System 

RcBpiratory  System 

Reproductive  System 

Circulatory  System 

Beak 

Nostrils 

Ovary 

Heart 

(In  the  above  table  classify  organs  of  each  system  in  proper  sequence,  beginning  as  designated.) 

4.  Name  the  organs  of  digestion  in  the  order  in  which  the  food  passes 
through  them. 

5.  What  was  the  length  of  the  alimentary  canal? 

6.  Describe  the  structure  of  the  gizzard? 

7.  What  is  the  function  of  the  crop? 

8.  What  was  the  weight  of  the  intestinal  organs  in  percentage  of  the 
total  weight  of  the  dead  bird? 

9.  Describe  the  appearance  of  an  active  ovary  and  oviduct  as  contrasted 
to  one  which  is  inactive. 


71 


Exercise  19     (Continued) 


72 


Exercise  19     (Continued) 


73 


Grade. 
Date.. 


EXERCISE  20 
THE  REPRODUCTIVE  SYSTEM  OF  THE  HEN 

Object. — To  dissect  and  study  in  detail  the  reproductive  system  of  the 
hen  and  to  become  familiar  with  the  process  of  egg  formation. 

Equipment. — A  nimiber  of  hens  (1)  one  or  more  in  laying  condition,  (2) 
one  immature  pullet,  and  (3)  one  old  hen,  very  fat. 

Procedure. — Study  these  three  different  types  of  specimens -as  follows: 

Step  1. — Open  the  birds  for  post-mortem  inspection  as  directed  in  Ex- 
ercise 19.  Remove  organs  of  digestion  and  circulation  carefully,  exposing 
the  reproductive  system. 

Step  2. — Study  in  detail  the  location,  size  and  appearance  of  the  ova- 
ries and  oviduct  in  each  specimen.  Take  complete  notes  regarding  them. 
Where  possible  a  number  of  birds  should  be  studied  in  respect  to  ovarian 
development. 

Ovaries  and  Ovules 


Condition  of  Ovary         Number  of  Large  Ovules*    Number  of  Small  Ovules 


Totals 


Average 


*  A  large  ovule  should  be  at  least  one-quarter  of  an  inch  in  diameter. 

Step  3. — Carefully  dissect  the  ovary  and  count  the  number  of  o\'ules  (a 
hand  lens  will  be  a  help  in  counting  the  small  ones) .  Note  the  variation  in 
size  and  color. 

Step  4, — Carefully  dissect  the  o^'iduct  and  remove  to  the  dissecting 
tray.     Note  external  appearance  of  the  different  sections. 
74 


Exercise  20    (Continued) 

Step  5. — Open  the  oviduct  lengthwise  and  study  the  internal  structure 
of  the  various  sections.  Note  especially  the  funnel  shaped  end  or  infundibu- 
lum,  the  isthmus  where  the  shell  membranes  are  added  and  the  uterus  where 
the  shell  is  added. 

Leading  Questions. — 1.  How  many  ovules  are  there  in  the  average  hen's 
ovary? 

2.  Describe  the  difference  in  appearance  of  ovules  in  a  mature  and  im- 
mature hen. 

3.  Describe  the  difference  in  appearance  of  an  oviduct  in  mature  and 
immature  hens. 

4.  What  peculiar  appearance  did  you  find  on  the  inside  wall  of  the  shell- 
secreting  section  of  the  oviduct? 

5.  What  was  the  length  of  the  oviduct  in  a  hen  when  in  lajdng  condition? 
When  in  a  non-laying  condition? 

6.  What  correlation  is  there,  if  any,  to  the  number  of  ovules  and  the 
rapidity  and  number  of  eggs  laid  by  a  hen? 

7.  How  do  the  yolks  or  ovules  enter  the  oviduct? 

8.  In  what  part  of  the  oviduct  does  fertilization  take  place? 

9.  How  many  times  does  the  oviduct  bend  on  itself? 

10.  Name  the  successive  steps  in  the  formation  of  a  complete  egg. 


75 


Exercise  20     (Continued) 


76 


Exercise  20     (Continued) 


Grade. 
Date. . 


EXERCISE   21 

THE  DEVELOPMENT  OF  A  CHICK  EMBRYO 

Object. — To  dissect  and  study  in  detail  the  development  of  the  chick 
embryo  and  to  become  familiar  with  the  various  stages  in  its  development 
and  the  relation  of  same  to  the  period  of  incubation. 

Equipment. — A  number  of  eggs  containing  embryos  of  the  following  ages: 
36  hours,  72  hours,  7  days,  14  days,  and  19  days  old;  petri  dishes,  dissecting 
dishes,  needles,  and  knives;  dra-v\Tng  pencil,  and  a  hand  lens. 

Procedure. — Proceed  to  study  each  of  the  five  stages  in  the  development 
of  the  embryo  in  their  proper  order  in  the  following  manner: 

Stej)  1. — Break  the  shell  very  carefully  and  empty  the  contents  of  the 
egg  to  be  studied  into  a  larger  petri  dish  without  rupturing  yolk  or  membrane. 
If  the  egg  is  opened  under  water  there  is  less  danger  of  rupturing  the  contents. 
Ste-p  2. — Look  for  the  following  organs  and  structures  as  they  may  ap- 
pear in  each  successive  stage: 

Area  palucida  Pro-vertebrata 

Inner  and  outer  amnion  Wings 

Lobes  of  the  head  Legs 

Brain  Beak 

Spinal  cord  Eyes 

Heart  Feathers 

Arteries  and  veins 
Step  3. — Make  a  drawing  of  each  stage  of  embryo  development  studied, 
name  and  locate  the  organs  and  structures  found.     In  the  following  table, 
list  under  each  age  the  organs  seen  at  that  period.    List  new  organs  appear- 
ing at  any  period  in  red. 

Step  4. — Open  an  egg  containing  a  72-hour-old  embryo,  emptying  it  into 
warm  water.  Observe  the  heart-beats.  Count  the  rapidity  of  same  and  the 
length  of  time  they  continue. 

Step  5. — Repeat  the  previous  step,  emptying  the  embrj^o  into  cold  water, 
and  observe  the  results. 

Step  6. — Examine  a  number  of  embryos  on  the  nineteenth  day.  Note 
their  position  in  the  shell  and  take  full  notes  on  their  position. 

Leading  Questions. — 1.  How  and  where  is  the  yolk  sack  attached  to  the 
embryo? 


Exercise  21     (Continued) 
Embryo  Development 


36  Hours 

72  Hours          7  Days 

14  Days 

19  Days 

1 

Total 


2.  In  succeeding  stages  of  development  what  changes  seem  to  take  place 
in  the  amount  and  character  of  albumin  and  yolk  material. 

3.  What  organs  are  formed  first?    Why? 

4.  When  do  the  wings  and  legs  first  appear? 

5.  When  do  the  feather  sacks  first  make  their  appearance? 

6.  What  is  the  effect  of  heat  and  cold  upon  the  heart-beat  of  the  embryo 
and  hence  upon  its  development? 

7.  Describe  the  correct  position  of  the  embryo  at  hatching  time. 

8.  Describe  the  process  of  hatching. 

9.  How  does  an  embryo,  dead  on  the  seventh  day,  appear  before  the 
candle  and  upon  dissection. 

10.  What  do  you  believe  to  be  some  of  the  possible  biological  causes  of 
death  of  the  embryo  during  the  last  few  days  of  incubation? 


79 


Exercise  21     (Continued) 


Grade. 
Date. . 


EXERCISE  22 
THE  SELECTION  AND  CARE  OF  HENS  FOR  HATCHING 

Object. — To  become  familiar  with  the  best  practice  to  follow  in  select- 
ing desirable  hens  for  hatching,  kind  and  location  of  shelters,  and  the  daily 
care  of  such  hens. 

Equipment. — Special  types  of  shelters  suitable  for  incubating  hens  such 
as  barrels,  boxes,  special  coops,  and  if  possible,  access  to  a  house  specially 
designed  for  such  hens;  a  supply  of  broody  hens,  preferably  American  varie- 
ties; a  supply  of  cut  straw,  some  loose  bricks  and  a  supply  of  fertile  eggs. 

Procedure. — Proceed  according  to  the  following  steps  to  set  a  given 
number  of  hens.  All  hens  can  be  set  at  one  laboratory  period  and  different 
members  of  the  class  can  be  delegated  to  take  care  of  them  for  definite  periods 
or  until  hatching  time. 

Step  1. — Locate  the  shelters  in  some  high,  dry,  protected,  warm 
spot;  preferably  on  the  south  side  of  a  building,  fence  or  bank.  The  shelters 
should  be  roomy,  neat  and  natural  and  should  be  provided  with  a  slatted 
door  for  ventilation. 

Step  2. — Form  the  nest,  one  in  each  shelter,  by  placing  loose  soil  or  sods. 
Hollow  out  the  center  and  be  sure  to  keep  comers  high.  A  brick  in  each 
comer  keeps  them  high  and  prevents  the  eggs  from  rolling  out.  Cover  this 
formed  nest  with  cut  straw  or  hay,  firming  same  and  hollowing  it  in  center. 
Dust  nest  with  lice  powder.  Brush  the  corners  and  cracks  with  crude  petro- 
leum before  the  hay  is  put  in  place. 

Step  3. — Select  suitable  hens,  being  sure  that  they  are  perfect  in  health. 
They  should  neither  be  thin  nor  too  fat  and  should  be  of  a  quiet,  gentle 
disposition,  easily  handled.  Be  sure  that  they  are  well  possessed  of  the  broody 
tendency.    The  breast  should  feel  warm  and  be  free  from  feathers. 

Step  4. — Place  each  hen  on  her  nest,  after  treating  her  with  mercuric 
ointment.  Confine  hen  a  day  on  false  eggs  until  she  is  tested  and  has  proven 
her  suitability  for  the  purpose,  after  which  good  eggs  may  be  placed  under 
her  in  place  of  the  false  eggs. 

Step  5. — Care  for  the  setters  each  day  as  follows:   Open  nests  morning 
and  night  and  allow  hens  to  come  off  to  feed  if  they  wish.    Fresh  water  and 
whole  grains  containing  considerable  com  should  be  available.    Be  sure  hens 
G  81 


Exercise  -22     (Continued) 

go  back  on  the  nests  after  about  30  to  60  minutes,  depending  on  the  weather. 
Treat  birds  with  mercuric  ointment  on  about  fourteenth  day  of  incubation. 

Step  6. — Test  eggs  on  the  seventh  and  fourteenth  days  and  keep  a  record 
for  each  nest  showing  the  following  facts: 

1.  Date  when  set 

2.  Variety  and  kind  of  eggs 

3.  Number  of  eggs 

4.  Seventh  day,  No.  infertile  eggs No.  dead  embryos 

5.  Fourteenth  day,  No.  dead  embryos 

6.  No.  of  hve  chicks  taken  from  the  nest 

Step  7. — When  the  hatch  is  over,  clean  the  nest  and  put  the  place  in 

shape  to  house  the  hen  and  chicks  for  a  few  weeks  or  until  the  youngsters  are 
large  enough  to  shift  for  themselves  on  range. 

Leading  Questions. — 1.  Where  do  you  consider  the  best  place  to  locate 
hatching  shelters? 

2.  What  type  of  hatching  coop  do  you  prefer  and  why? 

3.  How  large  and  how  deep  should  a  well-formed  nest  be  made? 

4.  What  is  the  best  time  of  day  to  select  and  set  hens? 

5.  What  points  would  you  require  in  such  hens? 

6.  Why  do  you  darken  the  nest  for  the  first  few  days  of  the  incubation 
period? 

7.  How  long  does  it  take  to  care  for  ten  hens  and  how  many  eggs  can 
they  incubate? 

8.  How  many  eggs  could  be  cared,  for  in  incubators  during  this  time? 

9.  Determine  the  proper  routine  for  caring  for  setting  hens? 

10.  How  does  natural  incubation  compare  with  the  artificial  method  in 
efficiency? 


Exercise  22     (Continued) 


Grade. 
Date.. 


EXERCISE  23 
THE  INCUBATOR— LOCATION,  CONSTRUCTION,  AND  OPERATION 

Whenever  possible  each  student  should  run  one  machine  for  an  entire 
hatch  in  addition  to  performing  this  exercise. 

Object. — To  become  familiar  with  the  various  types  and  sizes  of  incu- 
bators, to  determine  the  principles  of  heat  distribution  and  control  and  to 
become  familiar  with  the  details  of  operation. 

Equipment. — As  many  representative  types  of  incubators  as  it  is  possi- 
ble to  secure;  include,  if  possible,  mammoth  and  individual  machines,  of  both 
hot  air  and  hot  water  types. 

Procedure. — Step  1. — Make  a  list  of  all  machines  to  be  studied,  re- 
cording name,  size,  cost,  and  method  of  heat  distribution  (air  or  water). 


Incubators  Compared 

Make  of 
Incubator 

Capacity 

Fuel  Used 

Cost 

Method  of 

Heat 
Distribution 

Method  of 
Moisture 
Supply 

Cost  Per 
100  Egg 
Capacity 

i 

1 

1 

1 

1 

i 

1 

Step  2. — Examine  each  machine,  noting  its  external  appearance,  apparent 
durability,  finish,  material,  and  design. 

Step  3. — Open  the  machine  and  examine  interior  construction,  learning 
name  and  arrangement  of  parts. 

Step  4. — Examine  the  source  of  heat,  whether  lamp  or  stove.  Trace  the 
84 


Exercise  23     (Continued) 

course  of  warm  water  or  air,  as  tiie  case  may  be,  through  the  machine.  Note 
any  ventilators  or  air  filters.    Note  character  of  bottom  solid,  or  slatted. 

Step  5. — What  is  the  method,  if  any,  of  supplying  moisture  in  each 
make  of  machine? 

Ste-p  6. — Study  carefully  the  self -regulating  device,  note  parts  and  their 
names,  and  record  simplicity  and  apparent  efficiency. 

Step  7. — Take  a  representative  machine  to  pieces  and  study  its  internal 
construction,  as  thickness  and  number  of  walls,  insulating  material  used,  with 
location  and  amount  of  same.  Note  pipes  for  distributing  heat.  Replace 
parts  carefully  and  put  machine  again  in  working  order. 

Step  8. — From  your  experience  as  well  as  from  this  study,  state  which 
machines  you  consider  the  most  effective,  and  why. 

Leading  Questions. — 1.  What  materials  do  you  find  most  commonly 
used  in  incubator  construction?    Name  other  materials  used. 

2.  What  is  the  limit  of  size  in  kerosene-heated  machines? 

3.  What  is  the  effective  capacity  of  a  single  tray? 

4.  What  special  protection  is  provided  to  avoid  fire  in  lamp-heated 
machines? 

5.  How  many  ways  are  there  for  controlling  temperature  automatically 
on  small  lamp-heated  machines?     On  mammoth  machines? 

6.  What  is  the  general  course  of  heat  through  an  incubator? 

7.  How  is  excessive  circulation  of  air  across  the  eggs  controlled? 

8.  What  different  ways  of  saturating  the  air  with  moisture  did  you  ob- 
serve in  the  machines  studied? 

9.  What  do  you  understand  regarding  the  relative  efficiency  of  hot  air 
and  hot  water  machines? 

10.  What  are  some  of  the  most  frequent  causes  of  failure  of  an  incubator 
to  operate  properly? 


85 


ExEECiSE  23     (Continued) 


Grade. 
Date. . 


EXERCISE  24 
THE    BROODER— LOCATION,    CONSTRUCTION,    AND    OPERATION 

Object. — To  become  familiar  with  types  and  sizes  of  brooders,  methods 
of  locating  and  operating  them,  capacity,  fuel,  and  temperature  control. 

When  possible  each  student  should  run  at  least  one  machine  for  the 
first  three  weeks  of  a  brooding  period  as  supplemental  to  the  work  of  this 
exercise. 

Equipment. — Access  to  a  complete  brooding  equipment,  including  long 
pipe  brooders  as  well  as  small  and  large  colony  stoves  and  kerosene  hovers. 
(This  study  may  be  extended  by  visiting  near-by  poultry  farms  and  studying 
prevailing  types  of  brooding  equipment.) 

Procedure. — Stey  1. — Make  a  classified  list  of  all  brooders  studied  on 
the  basis  of  the  fuel  supply — kerosene,  coal,  gasoline,  and  fuel  oil. 

Step  2. — Make  another  classification  of  colony  stove  brooders  on  the 
basis  of  capacity,  fifty  chicks,  one  hundred,  three  hundred,  five  hundred  and 
one  thousand  chicks;  also  include  cost  of  each  in  this  classification. 

Step  3. — Examine  each  stove  brooder,  noting  its  general  plan  of  con- 
struction, such  as  external  appearance,  durability,  simplicity,  fuel  supply, 
presence  or  absence  of  hover  curtains.  Classify  stoves  studied  according  to 
presence  or  absence  of  curtains. 

Step  4. — Raise  hover  of  a  typical  stove  and  study  the  details  of  con- 
struction, heat  regulating  device,  damper  control,  location  of  thermostat, 
construction  of  grate,  size  of  fire  pot,  and  capacity  of  coal  chamber. 

Step  5. — Note  the  size  of  room  or  rooms  in  which  the  stoves  are  operated 
and  what  precautions  are  taken  to  keep  chicks  from  crowding. 

Step  6. — Classify  mammoth  pipe  brooders  on  the  method  of  distribu- 
tion of  heat  to  the  hover  area;  as,  overhead  pipes  or  drum-heated  circular 
hovers. 

Step  7. — Note  the  construction  of  the  long  brooder  house,  the  division 
into  pens,  the  size  and  number  of  heated  pipes  and  their  arrangement  for 
control  of  heat. 

Step  8. — Study  in  detail  the  various  types  of  kerosene-heated  hovers, 
noting  design,  location  of  lamp,  size  of  hover,  capacity,  portability,  ease  in 
attendance,  and  durability. 

Step  9. — Make  a  record  of  all  machines  studied  according  to  the  fol- 
lowing form: 

87 


Exercise  24     (Continued) 
Brooders  Compared 


Make  of                      Tvnp 
Brooder                       ^^P^ 

Capacity 

Cost 

Fuel 

Coat  Per  100 
Chick  Capacity 

1 

1                                1                                 ' 
'                             ! 

1 

1                            i 

! 

j 

1 

i 

1 

1 

Leading  Questions. — 1.  What  type  of  brooder   do  you  find  in  most 
general  use? 

2.  Which  type  offers  the  greatest  capacity  for  the  money  invested? 

3.  Which  type  offers  the  greatest  diversity  of  use  and  most  economical 
investment? 

4.  What  do  you  consider  the  most  efficient  capacity    for    coal-stove 
brooders? 

5.  What  type  and  size  of  building  is  best  adapted  for  the  operation  of  a 
coal-stove  brooder? 

6.  What  advantages  and  disadvantages  can  be  stated  regarding  the  use 
of  a  hover  curtain  with  coal  stoves? 

7.  Is  water  or  steam  used  in  long-pipe  brooder  houses,  and  why? 

8.  Name  two  great  disadvantages  of  kerosene  hovers. 

9.  Eniunerate  advantages  of  a  colony  brooding  equipment  over  a  fixed, 
long-pipe,  mammoth  brooding  equipment. 

10.  What  are  the  possibilities  of  combining  the  colony  stove  and  the 
mammoth  pipe  system? 

11.  Which  brooder  of  all  studied  do  you  prefer  and  why? 


Exercise  24     (Continued) 


Grade. 
Date. . 


EXERCISE  25 
A  VISIT  TO  YOUNG  STOCK  RANGES 

Object. — To  become  familiar  with  actual  range  conditions  and  to  dis- 
criminate between  good  and  bad  range  management. 

Equipment. — Access  to  one  or  more  young  stock  ranges,  if  possible,  of 
varying  sizes  and  of  different  arrangement  and  under  different  management. 

Procedure. — Step  1. — Determine  the  area  of  range. 

Step  2. — Determine  into  how  many  yards  or  plots  the  yard  is  divided. 

Step  3. — Determine  how  many  lairds  are  reared  on  each  range  and  what 
breed  is  kept. 

Step  4. — Make  an  inventor}'  of  amount,  kind,  and  cost  of  fence  used  to 
inclose  each  range  studied. 

Step  5. — ]\Iake  an  inventory  of  number,  size,  design,  and  cost  of  colony 
houses  on  each  range  studied. 

Step  6. — Determine  the  cost  of  establishing  a  suitable  range  for  one 
thousand  birds. 

Leading  Questions. — 1.  What  range  area  should  be  allowed  for  each 
one  hundred  chicks  reared? 

2.  What  sizes  of  flocks  are  reared  together? 

3.  Is  natural  shade  an  asset?  If  so,  what  kind  would  you  consider 
most  desirable? 

4.  What  crops  are  gro-u-n  to  provide  green  food? 

5.  What  arrangements  are  made  for  watering  the  flock?  Are  these 
efficient? 

6.  What  arrangement  is  made  for  feeding  dry  mash? 

7.  Are  the  colony  houses  elevated;  if  so,  why? 

8.  How  many  square  feet  of  floor  space  is  allowed  for  each  one  hundred 
birds  to  be  reared? 

9.  How  many  Imear  feet  of  perch  is  allowed  for  each  one  hundred  birds? 

10.  Are  light  and  heav^'  breeds  gro\\Ti  together  on  the  same  range? 
What  is  the  objection  to  this  practice? 

11.  Are  birds  of  different  ages  grown  together?  What  is  the  objection 
to  this  practice? 

12.  WhoX  materials  are  used  for  litter  in  colony  houses? 

13.  How  are  the  ranges  rotated  with  reference  to  crop  production  and 
feeding'' 

90 


Exercise  25     (Continued) 


91 


Grade. 
Date. . 


EXERCISE  26 
MARKET  TYPES  OF  LIVE  POULTRY 

Object. — To  become  familiar  with  classes  and  grades  of  market  poul- 
try, both  live  and  dressed. 

Equipment, — Live  and  dressed  specimens  of  the  following  grades  and 
classes  of  poultry:  Broilers — small,  medium,  large;  roasters — large  and  small; 
capons;  fowls.  Hanging  scales  weighing  in  tenths  of  a  pound  should  also  be 
available. 

Procedure. — A.  Study  the  live  specimens  as  follows: 

Step  1. — Separate  them  into  their  four  classes  of  broilers,  roasters,  capons, 
and  fowls,  using  separate  cages  for  each  class. 

Step  2. — Determine  and  list  the  factors  which  you  use  in  making  this 
separation. 

Step  3. — Study  the  broiler  group  in  detail  and  separate  them  into  their 
three  grades,  first  by  weighing  the  birds  and  later  estimating  the  weights 
of  each. 

Step  4. — Repeat  the  same  with  the  roaster  group. 

Step  5. — Compare  capons  and  cockerels  of  the  same  age  as  to  size,  weight, 
plumpness,  etc. 

Step  6. — Handle  and  observe  all  classes  and  grades  of  birds  carefully 
in  order  to  become  familiar  with  their  appearance,  weight  and  handling 
quaUties. 

Step  7. — Estimate  the  weights  of  representative  specimens  of  each  group 
and  later  make  actual  weights  to  determine  accuracy  of  estimate  and  thereby 
develop  the  power  of  correct  judgment. 

B.  Study  the  dressed  specimens  as  follows: 

Step  1. — Separate  them  into  their  four  classes  as  broilers,  roasters,  capons, 
and  fowls. 

Step  2. — Separate  each  class  into  its  component  grades. 

Step  3. — Handle  and  observe  each  class  and  grade  to  become  familiar 
vnth  their  appearance,  size,  weight,  and  handling  qualities. 
92 


Exercise  26     (Continued) 

Leading  Questions. — 1.  What  external  differences  are  most  noticeable 
between  live  broilers,  roasters,  and  capons? 

2.  How  can  you  distinguish  between  the  three  classes  of  broilers  when 
alive? 

3.  How  can  you  distinguish  between  large  and  small  roasters  when  alive? 

4.  What  are  the  external  appearances  of  a  staggy  roaster? 

5.  How  can  the  keel  bone  be  used  as  an  indicator  of  age? 

6.  In  the  dressed  specimens,  note  the  color  of  skin  and  plumpness  of 
breast  in  all  grades. 

7.  What  are  the  limits  of  weights  in  all  grades  and  classes  studied? 

8.  How  does  the  broiler  demand  vary  with  the  season? 

9.  Which  breeds  make  the  best  specimens  in  each  class  and  grade? 

10.  What  are  the  range  of  prices  for  each  class  and  grade  and  what  are 
their  natural  seasons  of  abundant  supply? 


Exercise  26     (Continued) 


94 


Grade . 
Date.. 


EXERCISE  27 
THE  OPERATION  OF  CAPONIZING 

Object. — To  study  the  details  of  and  become  expert  in  the  operation  of 
caponizing,  and  to  determine  the  profits  resulting  from  the  practice. 

Equipment. — One  or  more  complete  caponizing  sets ;  caponizing  table, 
in  the  absence  of  which  a  barrel  will  answer;  a  small  quantity  of  disinfectant; 
a  munber  of  cockerels,  about  ten  to  fourteen  weeks  old,  properly  prepared 
for  the  operation  by  starvation  for  thirty-six  hours  or  more.  If  the  operation 
is  to  be  performed  out-of-doors  a  bright  day  is  best;  if  indoors,  an  electric 
light  on  a  hanging  cord  is  of  great  advantage. 

Procedure. — Step  1. — Weigh,  band,  and  record  age  and  variety  of  each 
bird  before  commencing  to  operate. 

Step  2. — Perform  the  operation  carefully,  following  detailed  instructions 
given  on  pages  395  to  399  in  Productive  Poultry  Husbandry,  making  close 
study  of  the  illustrations. 

Step  3. — Keep  a  record  of  all  deaths  and  slips  and  the  causes,  and  keep 
notes  on  all  birds  upon  which  you  operate,  stating  apparent  success  of  each 
operation. 

Step  4, — Keep  a  record  of  the  time  required  on  each  bird  and  observe 
increase  of  speed  as  you  become  more  familiar  with  the  operation. 

Step  5. — Use  different  sets  of  instruments  and  determine  the  efficiency 
of  each  type. 

Step  6. — Weigh  the  caponized  birds  at  future  intervals  to  determine  rate 
of  growth  and,  if  possible,  compare  with  a  similiar  lot  of  cockerels.  From  this 
data  figure  the  financial  gain  from  the  practice. 

Leading  Questions. — 1.  What  methods  were  used  in  preparing  the  birds 
for  the  operation? 

2.  What  were  the  ages  of  the  birds  used?    What  age  did  you  consider 

the  best? 

95 


Exercise  27     (Continued) 
Caponizing  Record 


i                        1                        1 

Band  No.                   Weight           ■            Breed                          Age 

Time  Required 
to  Operate 

Success  of 
Operation 

1 

1                                  1 

1 

1 

. 

Totals 

Average 

3.  What  was  the  average  weight  of  the  birds  used  in  the  exercise? 

4.  What  breeds  were  used? 

5.  What  breeds  do  you  consider  best  adapted  for  capon  production, 
and  why? 

6.  In  the  total  number  of  birds  caponized,  what  was  the  per  cent  of  slips, 
deaths,  and  successful  operations? 

7.  Are  these  averages  high  or  low  in  each  case? 

8.  Which  caponizing  set  did  you  like  best,  and  why? 

9.  From  the  records  kept,  each  operator  should  plot  a  curve  showing  the 
increase  in  his  efficiency  as  indicated  by  increase  in  speed. 

10.  From  your  study  and  experience,  what  are  the  advantages  to  be 
gained  from  the  practice  of  caponizing? 

11.  Under  what  practical  commercial  conditions  would  you  grow  a  con- 
siderable number  of  capons? 


Exercise  27     (Continued) 


97 


Grade. 
Date. . 


EXERCISE  28 

PREPARING  DRESSED  POULTRY  FOR  MARKET 

Beheading,  Bleeding,  and  Scalding 

Object. — To  become  familiar  with  the  detailed  technic  incidental  to  the 
killing  and  plucking  of  poultry  by  the  method  of  beheading  and  bleeding  and 
the  removal  of  the  feathers  by  scalding. 

Equipment. — Have  a  sufficient  number  of  fowls  or  roastmg  chickens 
properly  finished  and  prepared  for  slaughter,  which  includes  being  properly 
fattened  and  starved.  A  sharp  cleaver  or  hatchet,  a  beheading  block  and 
different  kinds  of  killing  knives  should  be  at  hand.  A  supply  of  boiling  water 
either  in  a  caldron  or  heated  in  pails  on  stove  should  be  available  for  scalding. 

Procedure. — Step  1. — Weigh  individual  birds  before  beheading  or  bleed- 
ing, and  again  after  plucking  to  get  loss  in  weight  due  to  dressing. 

Stej)  2. — Behead  one  or  more  specimens  carefully,  following  the  instruc- 
tion given  on  page  413  in  "Productive  Poultry  Husbandry." 

Step  3. — After  killing  an  individual  bird,  it  should  be  allowed  to  bleed 
thoroughly.  It  should  then  be  immediately  scalded  by  carefully  following 
the  instructions  on  page  414  in  "Productive  Poultry  Husbandry." 

Step  4. — Pick  and  clean  the  carcasses;  then  they  should  be  plumped  by 
immersion  in  cold  water  as  described  on  page  417  in  Productive  Poultry 
Husbandry. 

Leading  Questions. — 1.  What  breed  or  breeds  were  used  in  the  exercise? 

2.  What  was  the  average  per  cent  of  loss  in  weight  due  to  killing  and 
picking? 

3.  How  was  the  bird  handled  to  prevent  fluttering  during  and  after 
beheading? 

4.  When  should  beheading,  as  a  method  of  killing,  be  employed? 

5.  What  was  the  temperature  of  the  water  when  used  for  scalding? 

6.  How  can  one  avoid  disfiguring  the  bird  when  scalding? 

7.  How  does  scalding  affect  the  keeping  qualities  and  sale  of  birds  so 
treated? 

8.  What  do  you  consider  the  relative  merits  and  usage  of  beheadmg  and 
bleeding  when  killing  poultry  for  market? 


Exercise  28     (Continued) 


Grade. 
Date. . 


EXERCISE  29 
PREPARING  DRESSED  POULTRY  FOR  MARKET 

Bleeding,  Sticking,  and  Dry  Picking 

Object.— To  become  familiar  with  the  details  incidental  to  the  killing 
and  plucking  of  poultry  by  sticking  and  dry  picking. 

Equipment. — A  sufficient  number  of  broilers,  roasters  and  fowls  properly 
finished  and  prepared  for  slaughter,  which  includes  being  properly  fattened  and 
starved;  one  or  more  types  of  killing  knives  and  suitable  weights  and  cords 
for  suspending  birds;  receptacles  for  blood  and  feathers  conveniently  arranged. 

Procedure. — Step  1. — Weigh  each  bird  before  killing  and  again  when 
plucked  to  determine  the  amount  of  shrinkage. 

Step  2. — Suspend  the  bird  to  be  killed  as  described  on  page  412  in  Pro- 
ductive Poultry  Husbandry. 

Step  3. — Proceed  with  the  killing,  following  instructions  for  bleeding  and 
sticking  as  given  on  page  410  in  Productive  Poultry  Husbandry.  Be  very 
careful  to  stick  in  proper  form,  or  feathers  will  come  out  hard  and  tearing  will 
be  common. 

Step  4. — Proceed  with  the  plucking,  following  the  instructions  for  pluck- 
ing by  the  dry-picking  method  as  given  on  page  413  in  Productive  Poultry 
Husbandry.    Keep  different  grades  of  feathers  properly  separated. 

Step  5. — Plump  the  carcass  in  cold  water  and  wash  head  parts  as  de- 
scribed on  page  417  in  Productive  Poultry  Husbandry.  Keep  neat  and 
accurate  notes  of  all  operations. 

Leading  Questions. — 1.  How  were  the  birds  prepared  for  slaughter? 

2.  What  would  have  been  the  effect  of  leaving  food  in  the  crop? 

3.  How  can  you  tell  when  you  have  made  the  proper  cut  in  bleeding? 

4.  How  can  you  tell  when  you  have  made  the  proper  stick? 

5.  What  are  the  important  features  in  the  proper  suspension  of  the  bird 
for  sticking  and  picking? 

6.  What  do  you  consider  the  best  killing  knife  used? 

7.  When  bleeding  by  sticking,  how  should  the  cut  be  made? 

8.  Which  is  the  hardest  to  dry-pick,  a  broiler,  a  fowl,  or  a  roaster?    Why? 

9.  Which  parts  should  be  plucked  first  and  why? 

10.  Where  must  greatest  care  in  plucking  be  used,  so  as  not  to  tear  skin? 

11.  What  is  the  average  time  which  you  require  to  dry-pick  a  broiler? 
A  roaster?    A  fowl? 

12.  Why  should  the  plucked  carcass  be  cooled  immediately,  and  how? 
100 


Exercise  29     (Continued) 


101 


Grade. 
Date. . 


EXERCISE  30 
DRESSING  AND  TRUSSING  MARKET  POULTRY 

Objects. — To  become  familiar  with  the  technic  of  dressing  and  trussing 
poultry  preparatory  to  cooking;  to  become  familiar  with  the  method  of  carv- 
ing poultry  for  fricassee. 

Equipment. — ^A  considerable  number  of  properly  plucked  birds,  including 
broilers,  roasters  and  fowls;  a  suitable  set  of  knives  for  dressing  and  carving. 

Procedure. — Step  1. — Carefully  prepare  a  small  and  large  broiler  for 
cooking;  the  former  to  be  cooked  whole  and  the  latter  to  be  cooked  halved. 
Follow  detailed  instructions  on  page  418  in  Productive  Poultry  Husbandry. 

Step  2. — Prepare  a  roaster  ready  for  the  oven,  following  detailed  in- 
structions on  page  418  ip  Productive  Poultry  Husbandry. 

Step  3. — Prepare  a  fowl  for  fricassee.  Take  notes  in  detail  on  methods  as 
demonstrated  by  the  instructor. 

Leading  Questions. — 1.  Why  are  small  broilers  served  whole  and  medium 
and  large  broilers  halved? 

2.  What  is  the  loss  in  weight  in  preparing  a  two  pound  broiler  for  cooking? 

3.  Why  are  all  carcasses  singed  before  cooking? 

4.  What  is  the  loss  of  weight  in  preparing  a  roaster  for  cooking? 

5.  Into  how  many  parts  do  you  cut  a  fowl  for  fricassee? 

6.  What  parts  of  the  roaster  and  fowl  are  the  most  meaty? 

7.  W^hat  parts  of  the  fowl's  carcass  are  white  meat  and  what  parts  dark 
meat? 


102 


Exercise  30     (Continued) 


Grade. 
Date. . 


EXERCISE  31 
GRADING  AND  PACKING  MARKET  POULTRY 

Object. — To  become  familiar  with  the  proper  mamicr  of  grading  and 
packing  dressed  poultry  for  shipment  to  market. 

Equipment. — A  score  card  for  dressed  poultry;  a  grading  table;  boxes 
and  barrels  suitable  for  packing  the  finished  product  and  plenty  of  finely 
chopped  ice. 

Procedure. — Stejo  1. — Grade  a  group  of  broilers  into  the  following  classes: 
(a)  Sizes — squab,  medium  and  large;  (6)  grades — prime,  fair,  poor,  cull. 

Step  2. — Grade  a  group  of  roasters  into  the  following  classes :  (a)  Sizes — 
large  and  small;  (6)  grades — prime,  fair,  poor,  cull. 

Step  3. — Grade  a  group  of  fowls  into  the  four  classes  according  to  quality 
as  Prime,  Fair,  Poor  and  Culls. 

Note. — In  exercises  four,  five  and  six,  note  especiall}^  the  factors  which 
place  the  birds  in  their  respective  classes  as  to  quality. 

Step  4. — Determine  from  trade  sheets  and  price  reports  the  relative 
values  of  the  different  grades. 

Step  5. — Judge  classes  of  roasters  by  the  score  card  method,  using  the 
score  card  found  on  page  492  in  Productive  Poultry  Husbandry. 

Step  6. — Pack  a  number  of  packages  of  broilers  and  roasters  for  shipment 
according  to  instructions  on  the  bottom  of  page  444  in  Productive  Poultry 
Husbandry,  being  sure  to  use  plenty  of  ice. 

Leading  Questions. — 1.  What  determines  cull  classes  of  broilers,  roasters 
and  fowls? 

2.  What  do  you  understand  by  side  pack,  breast  pack,  and  back  pack? 

3.  What  are  three  special  precautions  to  be  considered  Avhen  packing 
dressed  poultry  for  shipment? 

4.  What  is  meant  by  wet  and  dry  pack  and  when  should  each  be  used? 


104 


Exercise  31     (Continued) 


105 


Grade. 
Date. . 


EXERCISE  32 

CANDLING  AND  GRADING  MARKET  EGGS 

Objects. — To  become  familiar  with  the  problem  and  technique  of  candling 
market  eggs;  to  determine  quality,  and  to  become  familiar  with  the  grades 
into  which  market  eggs  are  divided,  when  color,  size  and  quality  are  all  con- 
sidered. 

Equipment. — An  adequate-sized  room,  darkened  and  equipped  with  at 
least  two  candling  lamps;  two  cases  of  eggs,  each  mixed  in  color  of  shell,  but 
new-laid;  two  cases  of  eggs  purchased  direct  from  the  wholesale  trade  or 
country  store  which  have  never  have  been  candled;  a  few  eggs  showing  germ 
development,  mould,  and  rot. 

Procedure. — Step  1. — Study  before  the  candle  the  appearance  of  a 
strictly  fresh,  new-laid  egg;  compare  it  with  held  eggs,  germ-development 
eggs,  mouldy  eggs,  and  rots.  Also  note  the  appearance  of  cracked  eggs  and 
soiled  eggs  before  the  candle. 

Step  2. — Each  student  should  candle  at  least  one  case  of  eggs  of  general 
run  and  keep  a  record  of  the  following : 

a.  Weight  of  case  filled  with  eggs. 

b.  Weight  of  empty  case  after  eggs  are  candled. 

c.  Weight  of  thirty  dozen  eggs  and  average  weight  per  dozen. 

d.  Number  and  per  cent  of  eggs  candled  out  for  the  following  defects:  cracks    or 

checks,  leaks,                         spots,                         small, 

held,  the  latter  being  determined  by  the  size  of  air  cell.      Observe 

any  rots  or  mouldy  eggs                         and  any  thin  or  malformed 

shells. 

Step  3. — Knowing  the  original  price  of  the  crate  before  grading,  re-value 
the  eggs  after  grading  according  to  grade.  Determine  the  total  value  after 
grading,  and  the  gain  or  loss. 

Step  4. — Keep  a  record  of  the  time  it  takes  to  candle  one  crate  of  eggs 
and  determine  the  labor  cost  per  crate  at  the  rate  of  fifty  cents  per  hour. 

Step  5. — Ship  to  nearby  large  markets  one  crate  each  of  white  and 
brown  eggs  and  one  crate  of  mixed  eggs,  all  of  the  same  grade,  as  to  freshness 
106 


Exercise  32     (Continued) 

and  size.     Compare  the  returns  received,  noting  any  discrimination  due  to 
color. 

Leading  Questions. — 1.  What  are  the  requisites  of  a  good  candling  lamp? 

2.  How  many  eggs  can  you  candle  in  an  hour? 

3.  How  can  the  crates  of  eggs  and  receptacles  be  best  arranged  to  fa- 
cilitate the  work? 

4.  ^Vhat  should  a  case  filled  with  eggs  weigh? 

5.  What  should  one  dozen  eggs  weigh  in  each  of  the  folio-wing  classes: 
large,  medium,  small,  culls? 

6.  What  do  you  understand  by  the  terms,  checks,  leakers,  rots,  spots, 
and  dirties? 

7.  Taking  the  daily  quotations  on  the  day  of  this  exercise,  find  the  value 
of  one  crate  of  white  eggs.  How  does  this  compare  with  the  value  of  a  case  of 
browTi  eggs  and  a  case  of  mixed  colors?  How  do  these  compare  with  the 
actual  prices  returned  for  the  last  shipment  made? 

8.  In  packing  a  case  of  eggs  for  market,  how  can  you  largely  prevent 
breaking? 

9.  When  nailing  on  the  top  of  a  full  case  of  eggs,  what  plan  should  you 
follow,  to  hold  contents  tight  to  prevent  undue  shaking  and  cracking? 

10.  How  would  you  pack  two  hundred  eggs  to  be  shipped  for  hatching? 

11.  By  what  kind  of  transportation  would  you  ship  eggs  to  market? 


107 


Exercise  32     (Continued) 


108 


Grade. 
Date. . 


EXERCISE  33 

THE  HOME  PRESERVATION  OF  EGGS  IN  WATER  GLASS 

Object. — To  become  familiar  with  the  proper  procedure  incidental  to 
the  preservation  of  fresh  eggs  for  home  use,  by  water  glass  or  the  sodium 
siHcate  method;  also  to  compare  this  method  with  any  other  preserving 
methods  which  may  be  available  at  the  time. 

Equipment. — At  least  one  hundred  strictly  fresh,  new-laid,  infertile  eggs; 
stone  crocks  holding  from  two  to  four  gallons;  clean  water  which  has  been 
boiled  and  cooled;  sodium  silicate  liquid,  about  one  quart,  depending  upon 
the  number  of  eggs  to  be  preserved ;  a  candling  device  in  order  that  the  eggs 
may  be  candled  before  preserving;  about  six  fertile  eggs  to  compare  with 
infertile  eggs,  after  breaking,  in  order  to  detect  the  difference  in  appearance; 
a  supply  of  eggs  previously  preserved. 

Procedure. — Ste'p  1. — Examine  six  infertile  eggs  after  they  have  been 
carefully  broken  into  a  small  glass  dish.  Study  the  white  spot  on  the  yolk.  Use 
a  hand  lens,  if  possible.  Make  a  similar  study  of  six  fertile  eggs,  and  learn  to 
detect  the  difference  between  the  two  types  of  eggs. 

Step  2. — Lay  down  in  water  glass  at  least  one  hundred  fresh  eggs  which 
have  previously  been  candled  and  selected  for  cleanliness,  for  uniform  size, 
and  for  good  shells.  Follow  in  detail  the  instructions  given  on  pages  441  and 
442  in  Productive  Poultry  Husbandry. 

Step  3. — Study  the  appearance  of  eggs  which  have  been- preserved  for  a 
considerable  length  of  time  and  compare  with  a  fresh  egg.  Observe  the  fol- 
lowing: (a)  Condition  of  the  preserving  liquid,  including  odor,  color,  density, 
and  height  in  the  jar. 

(6).  Appearance  of  eggs  externally,  whether  slimy,  coated,  rough,  or 
smooth. 

(<■).  Candle  test  to  determine  size  of  air  cell,  and  location  of  yolk,  and 
density  of  contents. 

(d).  Carefully   break  a  few  eggs  and  note  density,  color,  and  odor  of 

109 


Exercise  33     (Continued) 

albumin,  also  condition  of  the  yolk  as  to  density,  color,  and  odor,  and  tough- 
ness of  yolk  sack. 

(e).  Cooking  test.  After  hard  boiling,  observe  taste,  appearance  and  color. 

(/).  Whipping  test.  Separate  yolks  from  albumin  and  see  how  readily 
the  whites  beat  into  froth. 

Compare  all  of  the  above  observations  with  fresh  eggs  treated  in  the 
same  way.  Keep  accurate  notes  on  the  different  observations  and  determine 
the  eflBciency  of  the  preserving  process. 

Step  4. — Study  as  many  methods  of  preserving  eggs  for  home  use  as 
facilities  will  permit.  Study  especially  the  various  methods  of  anointing  the 
shells  with  oils  and  paraffin  products. 

Step  5. — Determine  the  cost  of  water-glass  preservation,  and  find  just 
how  much  is  actually  saved  by  the  use  of  the  method,  by  comparing  prices 
of  eggs  at  different  seasons. 

Leading  Questions. — 1.  How  can  you  tell  a  fertile  from  an  infertile  egg, 
when  examining  the  yolk? 

2.  Why  are  infertile  eggs  better  for  home  preservation? 

3.  Why  is  it  necessary  to  sterilize  the  crock  or  jar  and  the  water? 

4.  What  per  cent  of  water  glass  solution  is  best? 

5.  How  many  eggs  will  a  pint  of  water  glass  preserve? 

6.  How  large  a  crock  or  jar  will  be  needed  to  preserve  one  hundred  eggs? 

7.  What  will  be  the  cost  of  preserving  thirty  dozen  eggs  for  home  use  in 
sodium  sihcate? 

8.  The  resulting  saving  will  amount  to  what  in  dollars  and  cents? 

9.  What  seemed  to  be  the  general  effect  upon  the  eggs  of  the  preserving 
process? 

10.  What  one  special  precaution  must  be  followed  in  using  water-glass 

PffffS? 


110 


Exercise  33     (Continued) 


111 


Grade. 
Date. . 


EXERCISE  34 

SYSTEMATIC  ADVERTISING 

Object. — To  become  familiar  with  the  means  of  advertising;  the  prin- 
ciples of  writing  and  displaying  advertising;  and  to  determine  costs  of 
advertising. 

Equipment. — Drawing  paper,  foot  rule,  hard  pencil,  ruling  pen,  lettering 
pen,  and  brush. 

If  enough  time  can  be  spent  on  this  work,  a  supply  of  water  colors  will 
enable  the  working  up  of  very  attractive  display  features. 

Procedure. — Step  1. — Determine  the  different  methods  of  advertising  to 
be  worked  out,  being  sure  to  include  a  majority  of  those  recommended  in  the 
text. 

Step  2. — Determine  a  name  for  the  farm  to  be  advertised,  selecting  one 
which  is  especially  appropriate  to  the  location  or  product  to  be  sold. 

Step  3. — Design  a  trade-mark,  which  should  be  neat,  simple,  attractive, 
and  suggestive. 

Step  4. — Work  out  in  detail  an  exact  copy  of  all  advertising  features  to 
be  included  in  a  complete  plan;  such  as,  farm  name  on  wagon,  farm  bulletin 
board,  stencil  for  packages  and  shipping  coops,  letter  heads,  mating  lists,  and 
any  other  forms  which  it  may  seem  wise  to  include. 

Step  5.— After  working  details  out  in  pencil  and  after  their  approval  by 
the  instructor,  ink  them  with  pen  and  brush,  using  colors  where  desirable. 

Leading  Questions. — 1.  Enumerate  at  least  twelve  different  and  dis- 
tinct ways  of  advertising  which  might  be  included  in  a  complete  systematic 
advertising  plan. 

2.  Why  did  you  select  the  farm  name  which  you  used? 

3.  What  led  you  to  select  the  trade-mark  used? 

4.  What  are  the  uses  of  a  farm  bulletin  board? 

5.  How  can  records  of  performance  best  be  used  in  the  advertising  scheme? 

6.  What  kinds  of  guarantee  can  be  made  for  both  stock  and  eggs,  and 
what  are  the  advantages  of  such  from  selling  point? 

112 


Exercise  34     (Continued) 

7.  What  can  you  say  of  simplicity  vs.  elaborateness  in  developing  an 
advertisement? 

8.  What  do  you  consider  the  greatest  possible  weakness  in  advertising 
propaganda? 

9.  What  must  be  the  one  underlying  principle  in  writing  all  advertise- 
ments? 

10.  Enumerate  at  least  ten  poultry  farms  which  have  attracted  your 
attention  as  having  desirable  farm  and  trade  names  and  as  being  well  adver- 
tised. (This  last  question  can  be  best  answered  after  a  somewhat  careful 
and  complete  study  of  Poultry  Journal  Advertising.) 


113 


Exercise  34     (Continued) 


114 


Exercise  34     (Continued) 


110 


Grade. 
Date. . 


EXERCISE  35 
PLANNING  SIMPLE  POULTRY  RECORDS 

Object. — To  become  familiar  with  kinds  of  poultry  records,  m.ethods  of 
making  and  classifying  them,  and  the  importance  of  a  well  plaimed  system 
of  records. 

Equipment. — Access  to  files  of  poultry  research  records,  as  well  as  ac- 
quaintance with  and  access  to  various  forms  of  farm  poultry  records, 
blank  paper  and  drafting  equipment. 

Procedure. — Step  1. — Study  the  files  of  records  carefully  to  determine 
form  in  which  records  are  kept  and  method  of  indexing  and  keying  results. 

Step  2. — Study  the  blank  forms,  noting  which  of  the  three  most  common 
methods  of  keeping  records  (loose  leaf,  card  files,  or  sheet)  are  used. 

Step  3. — Make  a  careful  list  of  records  w^hich  should  be  kept  on  a  well- 
managed  poultry  plant  of  one  thousand  or  more  birds,  such  as  incubator, 
brooder,  feed,  and  egg  records.  State  what  form  and  size  would  be  the  most 
useful,  and  show  how  they  should  be  kej^'ed  and  filed  for  reference.  jMuch 
study  should  be  given  the  above  list  before  it  is  finally  adopted. 

Step  4. — Proceed  to  make  a  copy  of  each  record  included  in  your  list 
above,  giving  the  exact  size  of  forms,  ruling,  and  printing. 

Leading  Questions. — 1.  What  type  of  record  did  you  find  in  most  gen- 
eral use? 

2.  Which  type  do  you  personally  consider  the  best  and  why? 

3.  What  method  of  filing  records  appeals  most  to  you? 

4.  What  size  of  records  do  you  consider  most  useful? 

5.  What  do  you  consider  the  most  important  requirement  of  a  complete 
set  of  record  blanks? 

6.  What  record  forms  do  you  consider  the  most  essential  for  the  proper 
management   of   a   commercial   poultry  farm? 

7.  Is  it  possible  to  combine  certain  records  and  thus  save  time,  labor 
and  materials?    If  so,  to  w^iat  extent? 

8.  In  planning  records,  what  space  should  be  left  between  lines  where 
data  must  be  written. 

9.  Is  it  a  desirable  plan  to  arrange  for  much  copying  of  data? 

10.  What  method  can  best  be  used  to  keep  original  pen,  incubator  and 
brooder  records  clean  and  neat? 

11.  Are  records  of  any  real,  vital  importance  in  poultry  management? 
If  so,  in  what  way? 

116 


Exercise  35     (Continued) 


117 


Grade. 
Date.. 


EXERCISE  36 

PLANNING  SIMPLE  POULTRY  FARM  ACCOUNTS 

Object. — To  become  familiar  with  methods  and  details  of  farm  account- 
ing and  to  work  out  a  simple,  yet  efficient,  system  of  accounts  for  a  commercial 
poultry  farm. 

Equipment. — Have  access  to  one  or  more  actual  sets  of  poultry  farm 
accounts,  covering  at  least  one  complete  year.  Copies  of  numerous  standard 
farm  accounting  systems  and  books  used  in  same  should  be  available  for 
study.  Single  entry,  as  well  as  double  entry,  books  should  be  at  hand  in 
permanent  and  loose-leaf  form. 

Procedure. — Step  1. — Divide  an  average  poultry  farm  into  its  essential 
departments,  such  as  laying  stock,  breeding  stock,  incubation,  brooding  and 
young  stock  branches. 

Step  2. — Show  in  outline  form  what  books  it  would  be  desirable  to  keep 
and  what  accounts  it  would  be  necessary  to  open  in  a  double-entry  system 
of  book-keeping,  if  the  financial  standing  of  each  department,  above  listed, 
is  kept  distinct  and  accurate. 

Step  3. — After  becoming  familiar  with  the  plan  and  possibilities  of  the 
column-system  of  book-keeping,  as  described  on  page  465  in  Productive 
Poultry  Husbandry,  make  a  sketch  showing  the  proper  headmgs  and  rulings 
for  a  combined  day-book,  cash-book,  and  ledger,  covering  all  departments 
enumerated  in  the  previous  paragraph.  Show  simple  entries  for  one  month 
in  such  a  way  as  to  explain  how  the  system  will  work. 

Step  4. — Make  a  complete  classified  outline  for  a  poultry  farm  inventory 
in  such  a  way  that  the  values  assigned  to  each  part  may  be  simply  filled  in 
on  the  form. 

Step  5. — Make  a  complete  form  on  which  to  show  a  financial  balance 
or  yearly  statement  of  profit  or  loss. 
118 


Exercise  36     (Continued) 

Leading  Questions. — 1.  What  departments  of  an  average  commercial 
poultry  farm  do  you  consider  important  enough  to  warrant  separate  financial 
statements? 

2.  What  is  the  great  advantage  of  such  departmental  study? 

3.  Why  is  a  double-entry  system  not  more  generally  used? 

4.  Define  the  colimm  system  of  accounting  and  state  its  uses. 

5.  Name  two  important  advantages  possessed  by  the  column  system. 

6.  What  is  meant  by  a  bill  payable  and  a  bill  receivable?  How  could 
accounts  of  these  be  included  in  the  column  system? 

7.  Why  is  an  inventory  so  essential  in  making  a  financial  statement  or 
balance? 

8.  When  is  the  best  time  to  make  an  inventory  on  a  poultry  farm?    Why? 

9.  An  inventory  should  be  divided  into  certain  very  distinct  and  pro- 
nounced groups;  what  are  these  groups  and  why  are  they  so  important? 

10.  What  is  your  conception  of  the  two  terms  "debit"  and  "credit"  as 
applied  to  the  keeping  of  detailed  expenditures  and  receipts? 


119 


Exercise  36     (Continued) 


120 


Exercise  36     (Continued) 


121 


Exercise  36     (Continued) 


122 


Grade. 
Date. . 


EXERCISE  37 
PREPARING  POULTRY  FOR  EXHIBITION 

Object. — To  become  familiar,  through  actual  practice,  with  the  opera- 
tion of  washing  and  conditioning  poultry  for  exhibition.  (It  is  possible  in 
one  short  laboratory  period  to  cover  the  more  important  and  practiced 
methods.  A  demonstration  by  a  professional  conditioner  will  be  a  wonder- 
ful help.) 

Equipment. — Three  galvanized  wash  tubs  of  good  size,  ivory  soap,  liquid 
bluing,  a  small  scrub  brush,  vaseline,  an  electric  or  hand  fan,  a  warm  room 
for  drying,  and  clean  coops  in  which  to  dry  the  birds  after  washing. 

Procedure. — Step  1. — Select  a  number  of  birds  to  be  conditioned,  mostly 
with  white  plumage  and  shanks  free  from  feathers. 

Step  2. — Go  over  each  specimen  critically  to  see  that  it  is  free  from  any 
disqualifications  such  as  side  sprig,  wry  tail,  white  in  face,  stubs,  etc.  If 
such  a  defect  is  present,  the  bird  should  not  be  shown.  In  the  case  of  down 
between  the  toes  or  on  the  shank,  it  is  the  general  practice  to  remove  it, 
using  care  not  to  tear  the  skin  or  leave  a  wound. 

Step  3. — Go  over  each  specimen  to  be  conditioned  carefully  and  remove 
any  solid  or  broken  feathers  or  any  of  foreign  color  in  all  sections  where 
missing  feathers  do  not  disqualify.  Also  clean  the  shanks  and  remove  any 
old  or  badly  discolored  scales. 

Step  4. — Wash  and  rinse  each  bird  thoroughly,  and  follow  exact  pro- 
cedure as  discussed  on  page  479  in  Productive  Poultry  Husbandry.  Use 
special  care  to  scrub  shanks  and  feet,  also  comb  and  head  parts.  Be  sure  to 
work  suds  thoroughly  through  feathers  and  to  rinse  completely. 

Step  5. — Dry  each  bird  individually,  allowing  it  to  dry  out  considerably 
before  placing  it  in  the  coop.  The  wing  and  tail  feathers  should  be  webbed 
out  with  aid  of  a  fan  before  the  bird  is  placed  in  a  coop.  The  drying  coop 
should  be  placed  in  a  warm  room,  free  from  direct  draft.  Plenty  of  clean 
shavings  should  be  placed  on  the  floor  of  the  drying  coop. 

123 


Exercise  37     (Continued) 

Leading  Questions. — 1.  Upon  what  points  of  merit  is  the  first  selection 
of  exhibition  specimens  made? 

2.  Upon  what  points  of  defect  is  the  first  elimination  made? 

3.  What  are  some  of  the  more  common  disquahfications  M^hich  it  is  pos- 
sible to  hide  or  remove  by  clever  conditioning? 

4.  Why  is  ivory  soap  desirable  for  washing  birds? 

5.  Why  is  warm  water  preferable  to  cold  water  for  the  washing? 

6.  Bluing  is  used  for  what  purpose  and  in  what  amounts? 

7.  Why  must  considerable  care  be  used  to  web  out  the  flight  and  tail 
feathers  immediately? 

8.  What  is  the  proper  drying  temperature? 

9.  What  would  you  expect  would  be  the  result  of  incomplete  rinsing? 
10.  What  would  be  the  effect  of  repeated  washings? 


124 


Exercise  37     (Continued) 


125 


Grade. 
Date.. 


EXERCISE  38 
JUDGING  STANDARD  BRED  POULTRY  BY  THE  SCORE  CARD 

Object. — To  become  familiar  with  the  use  of  the  score  card,  and  to  be 
able  to  determine  the  relative  merits  of  a  number  of  specimens  by  scoring. 
(The  score  card  makes  possible  an  understanding  of  the  relative  values  apply- 
ing to  the  different  sections  of  a  bird  and  is  especially  useful  in  learning  the 
technic  of  judging.) 

(More  than  one  period  should  be  devoted  to  this  work,  if  possible.  All  of  the  more 
popular  standard  breeds  should  be  studied  and  scored,  including  all  classes  of  each,  espe- 
cially cockerel  and  pullet.) 

Equipment. — A  supply  of  score  cards  properly  standardized  for  the  breed 
to  be  scored ;  a  battery  of  individual  coops  to  hold  the  birds ;  five  or  more  birds 
of  the  same  variety,  age,  and  sex;  a  copy  of  the  Standard  of  Perfection  of  the 
most  recent  issue. 

Procedure. — Step  1. — Study  the  score  card  carefully  and  determine  the 
sections  mto  which  the  bird  is  divided,  studying  at  the  same  time  the  relative 
values  given  to  each  section. 

Step  2. — Study  the  Standard  of  Perfection  closely  to  become  familiar 
■wdth  the  standard  requirements  and  descriptions  of  each  section.  Compare 
some  representative  specimens  with  the  descriptions  in  order  to  make  them 
more  clearly  understood. 

Step  3. — Score  a  single  specimen  individually  and  later  check  your  score 
with  the  correct  score  made  by  the  instructor.  Repeat  this  procedure  with  a 
considerable  number  of  birds. 

Leading  Questions. — 1.  Into  how  many  sections  is  a  bird  divided  for 
scoring? 

2.  What  are  these  sections? 

3.  Which  sections  are  of  the  greatest  numerical  value  and  which  the 
least?     Why? 

4.  Name  at  least  six  common  disqualifications  which  you  have  observed? 

5.  Define  the  term  "cut"  as  it  is  used  in  scoring  poultry. 

6.  How  would  you  handle  a  bird  when  scoring  it? 

7.  In  what  order  would  you  score  the  various  sections? 

8.  What  must  a  bird  score  to  be  worthy  of  a  prize? 

9.  How  is  the  score  of  a  pen  computed? 

10.  What  are  the  uses  of  the  score  card  method  of  judging? 
126 


Grade. 
Date. . 


EXERCISE  39 
JUDGING  POULTRY  BY  COMPARISON 

Object.— To  become  familiar  with  a  sure,  quick  and  efficient  method  of 
determining  the  relative  standing  of  two  or  more  specimens  of  live  poultry 
by  comparison. 

Equipment. — A  battery  of  five  or  more  individual  cages  to  hold  the  class 
of  birds  to  be  judged;  a  considerable  number  (at  least  five)  specimens  of  the 
same  variety,  age,  and  sex;  a  copy  of  the  Standard  of  Perfection;  small  blank 
cards  on  which  to  note  points  of  merit  or  defect  as  they  may  be  observed. 

Procedure. — Step  1. — Practice  handling  single  specimens  in  the  proper 
manner,  taking  them  from  and  returning  them  to  the  cages  many  times  until 
speed  and  experience  is  secured. 

Step  2. — Inspect  each  individual  specimen  carefully  for  disqualifications, 
eliminating  any  showing  such  defects. 

Step  3. — Inspect  the  class  to  be  judged  carefully  for  type.  By  comparing 
with  the  Standard  of  Perfection,  place  each  specimen  in  order  of  excellence 
on  a  basis  of  type  only. 

Step  4. — Study  the  class  carefully  for  surface  or  outer  color,  and  after 
comparing  the  standard  descriptions  place  specimens  in  order  of  excellence 
on  a  basis  of  surface  color  only. 


Comparative 

Judging,  Considering  Type  and  Color 

I 

Standing  with  Regard  to 

Band  No. 

DiequalificationB 

Type 

Surface  Color 

Under  Color 

Final  Placing 

1 

'                 ^                i 

1 

1 

1 

! 

127 


Exercise  39     (Continued) 

Step  5. — Study  class  carefully  for  under  color,  and  after  comparing  with 
standard  description  place  specimens  in  order  of  excellence  on  basis  of  under 

color  only. 

glgp  Q — Finally,  place  all  specimens  in  order  of  excellence  on  the  basis 
of  combined  qualities  of  type  and  color,  being  sure  to  bar  from  competition 
any  specimens  which  have  disqualifications. 

glgp  7^ — In  order  to  aid  one  in  judging  more  accurately  and  in  order  to 
make  a  record  of  good  and  bad  points  some  form  of  marking  is  usually  em- 
ployed. These  marks  are  generally  known  only  to  the  judge  and  are  the  results 
of  his  personal  study.  An  excellent  system  is  to  let  the  letter  X  stand  for 
type  and  the  letter  C  stand  for  color.  These  marks  or  notations  are  made 
on  the  coop  number  tag  in  such  a  way  that  the  specimens  having  the  largest 
number  of  X's  is  best  for  type,  and  so  on  down  to  the  poorest,  which  would 
probably  show  no  X  mark.  The  same  plan  would  follow  with  the  color 
designation,  except  that  C,  when  placed  above  a  horizontal  line,  can  repre- 
sent surface  color  and  C  below  the  same  line  under  color,  as  c^-  Abbre- 
viations can  be  used  to  record  disqualifications.  Final  awards  would  be  made 
on  a  basis  of  the  number  of  type  and  color  marks  showing  on  the  cards,  to- 
gether with  the  considerations  of  the  general  health  and  vigor  of  the  specimens. 

Leading  Questions. — 1.  How  should  birds  be  taken  from  judging  cages 
for  close  inspection  with  the  least  injury  to  their  condition? 

2.  What  disqualifications  do  you  find  most  common? 

3.  How  many  views  of  a  bird  should  one  get  to  properly  determine  type? 
What  are  they? 

4.  When  should  a  class  be  judged  for  type? 

5.  What  do  you  understand  by  surface  and  under  color? 

6.  Which  is  of  greatest  importance  in  making  awards,  type  or  color? 

7.  Which  should  be  given  the  greatest  weight  in  making  awards,  surface 
color  or  under  color  ? 

8.  What  are  the  requirements  for  a  successful  judge  of  standard  bred 
poultry? 

9.  How  is  a  pen  judged  by  the  comparison  method? 

10.  How  are  special  awards,  such  as  shape  and  color  specials,  made  by 
the  comparison  method? 


128 


Exercise  39     (Continued) 


129 


Grade. 
Date. . 


EXERCISE  40 
POULTRY  DISEASE  DIAGNOSIS 

Object. — To  become  familiar  with  the  appearance  of  healthy  and  dis- 
eased birds  and  to  become  acquainted  with  the  appearance  of  normal  and 
diseased  organs  by  post-mortem  diagnosis. 

Equipment. — Have  ready  at  least  one  male  and  one  female  of  healthy 
normal  birds  and  a  number  of  sick  birds,  which  from  ante-mortem  appearance 
are  probably  afflicted  with  a  number  of  diseases.  These  specimens  can  pos- 
sibly be  solicited  for  class  use  from  poultry  farms  in  the  vicinity.  At  least  one 
complete  set  of  instrimaents  for  diagnostic  work,  a  hand  lens,  and  a  suitable 
table,  and  dissection  tray  are  needed.  A  porcelain  receptacle  containing  a 
disinfectant  solution  is  desirable.  A  compound  microscope  should  be  avail- 
able if  micro-biological  and  bacteriological  observations  are  to  be  included. 

Procedure. — Step  1. — Study  a  normal  healthy  specimen  in  detail,  noting 
breed,  sex,  age,  weight,  condition  of  flesh,  appearance  of  plumage,  color  of 
head  parts,  and  general  appearance  of  health  and  vigor.  Study  each  sick  or 
diseased  specimen  in  detail,  making  all  possible  ante-mortem  notes  as  to 


Ante-mortem  Study 

Band  No. 

Breed 

Age 

Weight 

Sex 

Appear- 
ance of 
Plumage 

Color 
Head 
Part3 

Evidence 

of 
Disease 

Diagnosis 

i 

1 

] 

i 

130 


Exercise  40     (Continued) 

appearance  and  symptoms.  From  this  study  make  an  estimate  of  the  possible 
affection,  and  note  its  probable  cause  and  treatment,  if  any. 

Ste'p  2. — Kill  each  specimen  observed,  either  by  dislocating  neck  or  by 
chloroform,  the  latter  being  preferable  for  careful  diagnosis.  Remove  feathers 
from  entire  carcass  where  careful  work  is  desired. 

Ste-p  3. — Open  abdominal  cavity  for  post-mortem  examination  by  the 
following  procedure :  Cut  skin  on  middle  of  breast  and  abdomen  on  line  from 
cloaca  to  neck.  Pull  skin  off  sides  of  abdominal  wall  and  dislocate  thigh  joints, 
spreading  the  legs  and  wings  so  the  bird  will  lie  flat  on  back  with  breast 
exposed.  Fasten  bird  to  operating  table  or  pan,  extending  beak,  wings  and 
feet  and  fastening  from  these  points.  Cut  flesh  and  bones  at  sides  and  bottom 
of  sternum  and  remove  the  same  completely  by  dislocating  it  at  the  clavicle 
and  severing  flight  muscles.  The  abdomen  and  thoracic  cavities  are  now 
exposed  with  all  their  organs  in  normal  position. 

Step  4. — Study  each  of  the  following  organs  in  the  order  named  and 
compare  with  those   in  a  normal  specimen,   which   specimen  should  have 


Post-mortem  Study 

B-dNo.                  Normal*  Organs 

List  all                      Nature  of  the             -p     u  ki     r^ 
Abnormal  Organs                  Disease              1      Probable  Cause 

131 


Exercise  40     (Continued) 

previously  been  prepared  for  examination  in  the  same  manner.     Observe 
carefully  any  evidences  of  abnormality  or  disease. 

Peritoneum  Proventriculus  Testicles  or  ovaries 

Crop  Gizzard  Oviduct 

Esophagus  Intestines  Heart 

Liver  Caeca  Lungs 

Gall  bladder  Pancreas 

Spleen  Kidneys 

Step  5. — From  diagnosis  state  probable  disease  and  possible  cause. 
Step  6. — If  time  permits,  the  structure  of  each  organ  can  be  examined 
microscopically  and  the  appearance  of  healthy  tissue  determined.    Possibly, 
bacterial  growth  can  also  be  isolated  and  studied. 

Leading  Questions. — 1.  Name  evidences  of  health  and  vigor  in  a  normal 
bird. 

2.  Name  possible  evidences  of  sickness  in  a  live  bird. 

3.  What  are  the  relative  advantages  of  an  ante-mortem  and  a  post- 
mortem diagnosis? 

4.  Why  is  chloroforming  a  better  way  of  killing  a  bird  for  post-mortem 
work  then  by  breaking  the  spinal  column  near  its  junction  with  the  head? 

5.  Describe   the   normal   appearance   of   the   following   organs:    Liver, 
caeca,  lungs,  ovary,  gall  bladder. 

6.  What  are  the  most  common  causes  of  death  in  poultry? 

7.  Classify  the  common  diseases  on  the  basis  of  the  organs  attacked. 

8.  Classify  poultry  diseases  on  the  basis  of  their  mode  of  infection. 

9.  What  do  you  consider  to  be  the  relation,  if  any,  between  chicken  pox, 
roup,  and  canker? 

10.  To  what  extent  are  ovarian  disorders  in  hens  responsible  for  deaths? 


132 


Exercise  40     (Continued) 


133 


Grade. 
Date. . 


EXERCISE  41 
HOME  PREPARATIONS  AND  STUDY  OF  POULTRY  MEDICINES 

Object. — To  become  familiar  with  simple,  home-made  remedies  and 
their  best  use. 

Equipment. — Scales  weighing  in  ounces,  and  fractions  thereof;  16-ounce 
graduate;  mortar  and  pestle;  large-neck  glass  bottle  for  mixing  medicines. 

Procedure. — The  following  poultry  medicines  should  be  in  the  possession 
of  every  poultry  man  and  kept  in  a  cabinet.  Study  each  in  appearance,  learn 
its  use  and  proper  dosage. 

Calomel  Epsom  salts  Aconite  root 

Castor  oil  Bichloride  of  mercury  Carbolated  vasoline 

Catechu  Salicylic  acid  Iron,  quinine  and 

Cayenne  pepper  Bismuth  nitrate  strychnine  tablets 

Step  2. — Mix  the  following  tonic  or  conditioning  powder.  The  formula 
is:  1  lb.  pulverized  gentian,  3^  lb.  pulverized  iron  sulphate,  3^  lb.  pulverized 
saltpeter,  3^  lb.  pulverized  ginger.  Mix  and  use  two  to  three  tablespoons 
of  this  in  ten  quarts  of  mash. 

Step  3. — Mix  the  following  ointment  to  be  used  for  body  lice:  1  part 
blue  ointment,  1  part  vaseline.  Rub  well  into  down  and  skin  adjacent  to 
vent,  making  two  applications  with  ten  days  intervening. 

Ste-p  4. — Mix  the  following  Uce  powder.  This  is  known  as  Lawry's  lice 
powder  and  the  formula  is:  1  part  crude  carbolic  acid,  3  parts  gasoline. 
Approximate  five  parts  by  volume  of  plaster  of  Paris.  Spread  out  to  dry  for 
twenty-four  hours,  after  which  keep  in  air-tight  container.  Apply  by  dusting 
well  into  body  plumage. 

Step  5. — Study  the  poultry  press  for  advertisements  relating  to  standard 
medicines  and  disinfectants. 

Leading  Questions. — 1.  Classify  poultry  medicines  according  to  their 
medicinal  properties. 

2.  Give  the  use  and  doses  for  the  tonic  just  mixed. 

3.  Give  the  use  and  doses  for  the  lice  ointment  just  mixed. 

4.  Why  was  gasoline  used  in  mixing  the  above  lice  powder? 

5.  Name  at  least  six  commercial  lice  powders. 

6.  Make  a  list  of  twenty  advertised  poultry  medicines. 

7.  Which  do  you  prefer,  ointment  or  powder  for  body  lice? 

8.  Compare  these  with  crude  petroleum  for  this  purpose. 

9.  Name  at  least  six  satisfactory  commercial  disinfectants. 
10.  To  what  extent  should  the  poultry  stock  be  doctored? 


134 


Exercise  41     (Continued) 


136 


Grade. 
Date.. 


EXERCISE  42 
TRIP  TO  A  SUCCESSFUL  POULTRY  FARM 

Object. — To  become  familiar  with  plan  and  layout  of  plants;  with  size, 
style  and  construction  of  buildings,  and  to  leam  everything  possible  about 
methods  of  management  and  possible  expenses  and  revenue. 

Plan. — The  trip  should  be  made  by  a  party  of  students  accompanied  by 
an  instructor.  The  itinerary  should  have  been  previously  arranged  and  the 
visit  should  be  anticipated  by  the  proprietor  of  the  farm  or  farms  to  be  visited. 

Procedure. — Step  1. — Upon  arrival  at  the  farm,  the  visiting  students 
should  meet  the  proprietor  and  an  opportunity  should  be  given  immediately 
for  him  to  tell  the  students  important  facts  about  his  farm.  With  these  facts 
in  mind  it  will  make  the  inspection  trip  much  more  interesting  and  valuable. 
At  the  conclusion  of  the  visit  another  opportunity  should  be  given  for  the 
students  to  question  the  proprietor  relative  to  points  not  previously  covered. 

Step  2. — During  the  visit  the  foUowmg  facts,  or  as  many  of  them  as 
possible,  should  be  determined  by  each  student.  Direct  questions  and  obser- 
vations will  both  serve  to  secure  the  facts. 

Step  3. — Score  the  plant  in  detail  according  to  the  score  card  found  on 
page  493  in  Productive  Poultry  Husbandry.  (These  forms,  for  steps  2  and  3, 
can  well  be  prmted  on  cards  to  make  the  scormg  easier.) 

Step  4. — After  the  visit  has  been  concluded,  probably  at  a  later  day,  the 
class  should  make  up  a  financial  statement  of  the  farms  studied,  in  order  to 
determine  financial  possibilities  of  the  business. 

Step  5. — If  tune  permits,  each  student  should  write  a  short  essay,  describ- 
ing the  different  farms  visited  and  telling  which  pleased  him  best,  and  why. 

Leading  Questions. — 1.  What  general  criticism  would  you  make  of  the 
place  visited? 

2.  What  general  commendation  would  you  make  of  the  place  visited? 

3.  Was  the  farm  appropriately  named? 

4.  Was  sufficient  yard  room  allowed  both  young  and  old  stock? 

5.  Were  proper  sanitary  measures  employed? 

6.  What  was  the  total  inventory  value  of  the  farm? 

7.  What  do  you  estimate  to  be  the  probable  total  expense  of  operating 
this  farm? 

8.  What  would  you  estimate  to  be  the  probable  revenue  from  this  farm, 
and  from  what  sources? 

9.  What  profit  would  you  expect  from  this  business  each  year? 
10.  How  could  this  plant  be  made  more  profitable? 

136 


Exercise  42     (Continued) 


Name  of  farm 

Name  of  owner 

Location 

Size  of  farm and  shape  of  same . 

Type  of  soil 

Contour  of  land 

Crops  grown  and  acreage  of  each 


Area  devoted  to  adult  stock 

Area  devoted  to  growing  stock 

Number,  style,  capacity  and  cost  of  buildings 


Number  of  birds  wintered  and  the  breed 

Number  of  birds  incubated  and  the  per  cent  of  hatch 


Number  of  chicks  brooded  and  the  per  cent  of  brood 
Rations  used 


Cost  of  feeding  a  bird  per  year 

Yearly  egg  production 

Value  of  plant,  equipment  and  stock 

Sources  of  revenue 

Approximate  amount  of  revenue  yearly 

Labor  employed Number  and  wages  paid 

Amount  of  advertising  done 

Health  of  flock  and  sanitary  condition 

General  efficiency  of  plant  and  the  methods  of  management . 


A  statement  from  the  owner  as  to  the  possibiUties  of  the  business 


137 


Exercise  42     (Continued) 


138 


Grade. 
Date. . 


EXERCISE  43 
TRIP  TO  WHOLESALE  AND  RETAIL  POULTRY  AND  EGG  MARKET 

Object. — To  study  and  become  familiar  with  methods  and  organization 
incidental  to  the  distribution  of  poultry  products,  including  commission 
business,  retail  business,  city  markets  and  cold  storage. 

Equipment. — Note  book,  camera,  competent  guide,  and  carefully  planned 
itinerary. 

Procedure. — The  markets  visited  and  the  nature  of  the  itinerary  will  be 
determined  largely  by  local  conditions.  It  is  impossible  here  to  give  any 
itinerary  which  will  suit  all  locations.  The  plan  will  be  to  give  a  suggested 
itinerary  for  New  York  City,  which  can  simply  be  used  as  a  guide  in  making 
up  such  trips  for  other  cities  and  can  be  used  by  those  wishing  to  visit  that 
section. 

Whenever  itinerary  is  made  up,  all  places  which  it  is  expected  to  visit 
should  be  notified  in' advance  and  their  consent  secured  before  the  date  of 
the  visit. 

Step  1. — Suggested  itinerary: 

7.15  A.  M.  Washington  Market,  Fulton  and  Vesey  St.,  West  Washington  Market. 

9.00  A.  M.  John  Corell,  334  Washington  St. 

10.00  A.  M.  I^ew  York  Mercantile  Exchange,  Hudson  and  Harrison  Sts. 

10.45  A.  M.  Merchants  Refrigerator  Co.,  35  North  Moore  St. 

12.00  to  1.00  Lunch 

1.00  p.  M.  Colhns  and  Barnard,  336  E.  Washington  St. 

1.30  p.  M.  B.  Titman  and  Co.,  Egg  Breaking,  94  Moore  St. 

2.00  p.  M.  Fox  River  Butter  Co.,  78  Hudson  St. 

2.30  p.  M.  S.  S.  Long  and  Co.,  102  Warren  St. 

3.00  p.  M.  W.  S.  Douglass  and  Co.,  137  Reade  St. 

Step  2. — Instructions  to  class:  Time  of  meeting  and  train  to  be  taken, 
including  tickets  necessary  to  purchase.  Party  to  remain  together  at  all 
times.  If,  for  any  reason,  members  of  the  party  become  separated  they 
should  consult  schedule  and  meet  the  party  at  the  next  place.  Ask  any  ap- 
propriate questions,  observe  carefully,  and  make  one's  self  agreeable  to  the 

market  man.    Take  notes  in  as  full  detail  as  possible. 

139 


Exercise  43     (Continued) 

Leading  Questions. — 1.  Make  a  record  of  the  names  and  addresses  of 
wholesale  egg  dealers  as  seen  while  passing  on  the  streets. 

2.  Note  the  general  location  of  the  wholesale  houses  with  reference  to 
place  in  city  and  consolidation.    What  is  the  reason  for  such  consolidation? 

3.  Why  are  these  business  houses  located  as  they  are? 

4.  What  is  the  relative  size  of  the  establishments  visited  as  measured 
by  the  volume  of  business? 

5.  How  do  the  houses  visited  compare  with  reference  to  sanitary  con- 
ditions and  cleanliness? 

6.  Observe  carefully  how  the  candler  works,  especially  as  to  the  arrange- 
ment of  the  eggs  and  different  grades  he  makes. 

7.  Describe  the  practice  and  use  of  egg  breaking. 

8.  What  are  the  methods  which  prevail  in  the  cold  storage  of  eggs? 

9.  What  are  your  impressions  of  Washington  Market  as  a  place  where 
the  customer  can  purchase  economically? 

10.  What  are  the  two  most  important  things  which  you  have  learned 
from  this  trip? 


140 


Exercise  43     (Continued) 


141 


Grade. 
Date. . 


EXERCISE  44 
TRIP  TO  A  STANDARD-BRED  POULTRY  SHOW 

Object. — To  become  familiar  \\nth  breeds  of  poultry,  with  methods  of 
staging,  judging  and  managing  a  show;  also  to  become  acquainted  with  the 
breeders  of  the  more  popular  varieties  of  poultry.  The  study  of  poultry  ap- 
pliances, feeds  and  educational  exhibits  is  made  possible  to  a  wonderful 
degree  by  a  trip  of  this  nature. 

Procedure. — The  trip  should  be  made  by  a  party  of  students  accompa- 
nied by  an  instructor.  Upon  arrival  at  the  show  a  catalogue  should  be 
procured,  and  the  show  should  be  divided  into  certain  well-defined  groups 
and  studied  as  follows: 

Ste-p  1. — Study  the  exhibits  of  poultry,  including  these  points: 

(a)  Number  of  specimens  and  quality  in  each  class.  (6)  Breeders  of 
winning  specimens,  (c)  Study  the  advertising  and  cage  displays,  (d) 
Note,  and  if  possible  meet,  the  judges  placing  the  awards. 

Step  2. — Study  the  exhibits  of  water  fowls,  turkeys  and  pigeons,  learning 
the  identity  and  appearance  of  the  various  varieties. 

Step  3. — Study  the  various  poultry  appliances  on  exhibition,  collect 
advertising  literature  together  with  proper  notation  regarding  each  appliance, 
which  material  will  be  exceedingly  useful  for  future  reference. 

Step  4. — Visit  educational  exhibits  which  are  frequently  made  at  poultry 
shows  and  which  are  generally  staged  by  Agricultural  Experiment  Stations  and 
the  U.  S.  Government.  Study  carefully  and  take  notes  on  the  various  lessons 
taught  at  these  exhibitions.    Attend  educational  lectures  which  may  be  given. 

Leading  Questions. — 1.  How  many  varieties  of  fowls  were  represented 
at  the  show  studied? 

2.  What  was  the  number  of  entries? 

3.  What  was  the  number  of  birds  shown? 

4.  Which  variety  had  the  greatest  entry? 

5.  Which  breeder  made  the  most  spectacular  winnings? 

6.  How  was  the  show  cooped? 

7.  How  many  different  firms  displayed  poultry  feeds  and  appliances? 

8.  Classify  these  firms  according  to  product  offered. 

9.  What  poultry  papers  were  on  sale  in  the  show  room? 

10.  What  was  the  most   striking  lesson  learned  from  the  educational 
exhibits  studied,  and  how  was  it  shown? 
142 

fROi'ERTY  LIBRARY 

W.  C.  State  Colkgfi 


Exercise  44     (Continued) 


143 


Exercise  44     (Continued) 


144 


